REPORT OF THE SCIENTIFIC EDUCATIONAL COMMITTEE. xliii 



enjoyment and a desire for learning. On the other hand, it checks over- 

 confidence in mere reasoning, and shows the way in which valid extensions 

 of our ideas grow out of a series of more and more rational and accurate ob- 

 servations of external natui-e. 



It must not, however, be supposed that all so-called teaching of chemistry 

 produces results of this kind. Young men do occasionally come up to public 

 examinations with a literary acquaintance with special facts and even prin- 

 ciples of chemistry, sufficient to enable them to describe those facts from 

 some one point of view, and to enunciate the principles in fluent language, 

 and yet who know nothing of the real meaning of the phrases which they 

 have learnt. Such mere literary acquaintance with scientific facts is in 

 chemistry an incalculable evil to the student if he be allowed to mistake it 

 for science. 



^Miether the student is to learn much or little of chemistry his very fii'st 

 lessons must be samples of the science. He must see the chief phenomena 

 which are described to him ; so that the words of each description may after- 

 wards call up in his mind an image of the thing. He must make simple ex- 

 periments, and learn to describe accurately what he has done, and what he 

 has observed. He must learn to use the knowledge which he has acquired 

 before proceeding to the acquisition of more ; and he must rise gradually 

 from well-examined facts to general laws and theories. 



Among the commonest non-metallic elements and their simplest compounds 

 the teacher in a school will find abundant scope for his chief exertions. 



iii. Botany has also strong claims to be regarded as a subject for scientific 

 training. It has been introduced into the regular school course at Ilugby 

 (where it is the first branch of Natural Science which is studied) ; 

 and the voluntary pursuit of it is encouraged at Harrow and at some other 

 schools Avith satisfactory results. It only requires observation, attention, and 

 the acquisition of some new words ; but it also evolves the powers of comparison 

 and colligation of facts in a remarkable degree ; of all sciences it seems to offer 

 the greatest facilities for observation in the fields and gardens ; and to this 

 must be added the fact that boys, from their familiarity with fruits, trees, 

 and flowers, start with a considerable general knowledge of botanical 

 facts. It admits therefore preeminently of being taught in the true 

 scientific method. The teaching of Science is made really valuable by train- 

 ing the learner's mind to examine into his present knowledge, to arrange and 

 criticise it, and to look for additional information. The science must be 

 begun where it touches his past experience, and this experience must be 

 converted into scientific knowledge. The discretion of the teacher will 

 best determine the range of Botany at which it is desirable to aim. 



6. The modes of giving instruction in the subjects which we have I'e- 

 commended are reducible to two. I. A compulsory system of instruction 

 may be adopted, similar to that which exists at Eugby, where science has 

 now for nearly three years been introduced on precisely the same footing as 

 Mathematics and Modern Languages, and is necessarily taught to all boys. 

 II. A voluntary system may be encouraged as has been done for many years 

 at Harrow, where scientific instruction on such subjects as have been enume- 

 rated above is now given in a systematic series of lectures, on which the 

 attendance of all boys who are interested in them is entirely optional. 



Of these systems it is impossible not to feel that the compulsory system is 

 the most complete and satisfactory. The experience of different schools 

 will indicate how it may best be adopted, and what modifications of it may be 

 made to suit the difi'erent school arrangements. It will often be very desirable to 



