xlii KEPORT — 1867. * 



offer tlie highest liberal education ; and at every school it will be easy to 

 provide at least for giving some scientific iuformatiou. 



I. The subjects that we recommend for scientific information as distinguished 

 from training, should comj^rehend a general descrijition of the solar system ; 

 of the form and physical geography of the earth, and of such natural phe- 

 nomena as tides, currents, winds, and the causes that influence climate ; of the 

 broad facts of Geology ; of elementary Natural History, with especial reference 

 to the useful j^lauts and animals ; and of the rudiments of Physiology. This 

 is a kind of information which requires less preparation on the part of the 

 teacher ; and its effectiveness will depend on his knowledge, clearness, method, 

 and sympathy with his pupils. Nothing will be gained by circumscribing 

 these subjects by any general syllabus ; they may safely be left to the dis- 

 cretion of the masters who teach them. 



II. And for scientific training we are decidedly of opinion that the 

 subjects which have paramount claims, are Experimental Physics, Elementary 

 Chemistry, and Botany. 



i. The science of Experimental Physics deals with subjects which come within 

 the range of every boy's experience. It embraces the phenomena and laws of 

 light, heat, sound, electricity, and magnetism; the elements of mechanics, and 

 the mechanical properties of liquids and gases. The thorough knowledge of 

 these subjects includes the practical mastery of the apparatiis emjiloycd in their 

 investigation. The study of experimental physics involves the observation and 

 colligation of facts, and the discovery and application of principles. It is 

 both inductive and deductive. It exercises the attention and the memory, 

 but makes both of them subservient to an intellectual discipline higher than 

 either. The teacher can so present his facts as to make them sug- 

 gest the princiijles which underlie them, while, once in possession of the 

 principle, the learner may be stimulated to deduce from it results Avhich lie 

 beyond the bounds of his experience. The subsequent verification of his 

 deduction by experiment never fails to excite his interest and awaken his 

 delight. The etfecls obtained in the class-room wiU be made the key to the 

 explanation of natural phenomena, — of thunder and lightning, of rain and 

 snow, of dew and hoar-frost, of winds and waves, of atmospheric retraction 

 and reflexion, of the i-ainbow and the mirage, of meteorites, of terrestrial 

 magnetism, of the pressure and buoyancy of water and of air. Thus the 

 knowledge acquired by the study of experimeiital physics is, of itself, of the 

 highest value, while the acquisition of that knowledge brings into healthfid 

 and vigorous play every faculty of the learner's mind. Not only are natural 

 phenomena made the objects of intelligent observation, but they furnish 

 material for thought to wrestle with and to overcome ; the growth of intel- 

 lectual strength being the sure concomitant of the enjoyment of intellectual 

 victory. We do not entertain a doubt that the competent teacher who loves 

 his subject and can sympathize with his pupils, will find in experimental 

 physics a store of knowledge of the most fascinating kind, and an instrument 

 of mental training of exceeding power. 



ii. Chemistry is remarkable for the comprehensive character of the training 

 which it aff'ords. Not only does it exercise the memory and the reasoning 

 powers, but it also teaches the student to gather by his own exi)eriments 

 and observations the facts upon which to reason. 



It affords a corrective of each of the two extremes against which real 

 educators of youth are constantly struggling. For on the one hand it leads 

 even sluggish or uncultivated minds from simple and interesting observa- 

 tions to general ideas and conclusions, and gives them a taste of intellectual 



