ON TEACHING CHEMISTRY. 229 



with the aid of hypothesis ; the learners should be put in the attitude of 

 discoverers, and should themselves be made to perform many of the ex- 

 periments. The lessons ought to have reference to subjects which can be 

 readily understood by children, and illustrations should be selected from 

 objects and operations that are familiar to them in everyday life. Chem- 

 istry is particularly well adapted for affording this kind of instruction, 

 and the Committee are of opinion that a course which is mainly chemical 

 will be most useful in developing logical habits of thought. 



Chemical inquiry involves, however, the use of various physical processes, 

 and these are themselves of great value from the point of view from which 

 the instruction is being given. It is also of great importance that the 

 learners should become acquainted with the characteristic instrument of 

 physical science, viz., measurement, and therefore quantitative processes 

 should be largely made use of. 



Having agreed as to the general principles on which a scheme of 

 elementary instruction in chemistry should depend, the Committee gladly 

 accepted the offer of Professor Armstrong to draw up an account of such 

 ft scheme in sufficient detail to serve as a guide to those who have to pro- 

 vide such teaching. "Without pledging themselves to accept all its de- 

 tails, the Committee consider that the scheme which Professor Armstrong 

 has prepared (see pp. 229-250) is in general accordance with their views as 

 to what should constitute a course of elementary instruction in physical 

 science. 



With regard to the manner in which the scheme should be carried out, 

 the Committee wish to lay stress on the following points. In order that 

 the plan shall produce its full educational effect, the instruction should be 

 commenced at an early age, and be extended to every child in the school. 

 They do not desire to bring forward physical science as a substitute 

 for any of the other pi-incipal subjects of study, but they ask that like 

 these subjects it should be looked upon everywhere as a necessary 

 part of education, and that it should receive a due share of the time 

 devoted to school work. It is well known that at present science- 

 teaching does not generally receive as much time and attention as is 

 given to other studies. This was made clear in the report of the 

 Committee last year. It will be necessary to allot more time to the 

 subject, and to employ a greater number of teachers. A teacher should 

 not be required to give practical instruction to more than from tifteen to 

 twenty pupils at one time, although the classes at lectures and demon- 

 strations might be somewhat larger. 



While the scheme now proposed may involve the employment of a 

 larger number of teachers of natural science, on the other hand fittings 

 and apparatus of the simplest description are all that will be absolutely 

 needed, and the cost of maintenance will be relatively small. 



The Committee are aware that the course of instruction now sug- 

 gested is not in conformity with the present requirements of examining 

 bodies. Its general adoption must therefore depend on their co-operation. 



Suggestions for a Course of Elementary Instruction in Physical 

 Science. Draiun iip by Professor Armstrong. 



Although the Committee are ostensibly charged to report as to methods 

 of teaching chemistrii, chemistry pure and simple is not what is generally 

 required in schools, and therefore the Committee must be prepared to 

 take into consideration and make recommendations for a course of 



