ON TEACHING CHEMISTRY. 75 



knowledge is likely to be of practical use to liim or not. In this way tlie 

 practical demonstration of cliemical facts becomes a great object-lesson, 

 while chemical theory becomes an introduction to logic. Chemistry may 

 be taught for other reasons : — (i) To enable boys who show no special 

 aptitude for any other subject to obtain a scholarship and university 

 education, (ii) As a special subject, likely to be useful for those who, 

 having passed the preliminary arts' examination, intend to adopt a 

 medical career.' 



III. ' The objects with which chemistry should be taught in schools : — 

 1st. To make lads take a keener interest in natural phenomena. A few 

 well-chosen experiments will excite their wonder, and at the same time 

 create an interest in the secrets of nature. 2nd. To teach lads to see, 

 i.e., to develope their powers of observation. 3rd. To impress upon lads 

 that there is a definite law of order in Nature. Lads soon see that from 

 the same bodies under similar conditions certain fixed results must 

 follow. 4th. To make boys logical and not too hasty in generalisation 

 from a few isolated observations. Chemistry is peculiai'ly well fitted for 

 this purpose. 5th. To direct the powers of destructiveness and con- 

 structiveness which are always so pronounced in boys, since they soon 

 learn to be interested in simplifying many complex forms and in building 

 up others. 6th. To impress upon lads, as soon as possible, that everyday 

 life must necessarily be influenced beneficially by a knowledge of the 

 chemical properties of a very few simple bodies and the laws which 

 determine their mutual interaction.' 



IV. ' There are, I think, two considerations to be kept in view : — fa) the 

 general educational value of the work which gives chemistry a claim to 

 be considered a necessary part of any hberal education, whatever be the 

 profession in view ; (y8) the necessity of teaching chemistry on such lines 

 that the instruction given may be a sound and valuable apprenticeship 

 for such boys as may be led to devote themselves specially to this subject 

 in the future.' 



The following sentences (V.) were written by the head-master of one 

 of the first public schools in England. 



V. ' I think that the objects with which chemistry should be taught in 

 schools are three : — (a) To make every boy acquainted with common 

 scientific facts, useful to him in every branch of life. (^) To give oppor- 

 tunity to boys with special aptitude for science to take up and develope the 

 study ; many a boy who seems dull at languages brightens over science, 

 (y) To enlarge the mind by the suggestion of new methods and processes 

 and by the illustration of the mode in which Nature works.' 



VI. ' I have found that the teaching of chemistry, besides its direct 

 value for professional and business purposes, is of great importance as a 

 means of developing the minds of boys who have no aptitude for other 

 subjects. I have found that many boys who cannot get on at classics and 

 mathematics take an interest in and learn chemistry, thus being greatly 

 encouraged in their other work by the knowledge that there is something 

 that they can do.' 



VII. ' Chemistry should be taught chiefly for mental discipline. 

 Practical chemistry is almost the only school subject in which hands and 

 brains are equally employed.' 



VIII. ' In schools chemistry, like other subjects, is, no doubt, taught 

 with a double view — mental training and the imparting of valuable know- 



