258 REPOET — 1889, 



(11) That there is urgent need of some book, or at least instructions, 

 which shall show how chemistry may be approached naturally and 

 logically from a study of common things and every-day phenomena. 



(12) That great latitude should be allowed to the teacher to work 

 out a system of the kind indicated, suitable to the conditions under 

 which he works. 



(13) That the teaching of chemistry as a specific subject cannot be 

 expected to thrive in public elementary schools with only a 4s. grant aa 

 ao-ainst the much larger sum obtainable from South Kensington, and that 

 the Government grant should be awarded, not on individual written 

 examination, but on oral examination combined with general supervision 

 of the character of the teaching. 



(14) That true specialised technical or professional training in chemistry 

 should not be attempted, but that it should begin not earlier than in re- 

 cognised state-aided secondary schools, restricted to such scholars as have 

 qualified themselves by a regular and satisfactory course in an elementary 

 school. 



Very exaggerated notions exist, and are becoming more and more pre- 

 valent, as to what may be properly attempted so far as the teachingof 

 chemistry in elementary schools is concerned. The public do not realise 

 that in the countries where science is most cherished and applied most 

 extensively and successfully to industry {e.g., Germany a,nd Switzerland), 

 the chemical and science teaching in the elementary schools is of the most 

 simple and general character, and that the systematic teaching of science 

 for technical purposes begins only in higher schools, polytechnics, and uni- 

 versities. This systematic teaching depends for its success no more on the 

 previous training in science than on the previous training in arithmetic. 

 It demands solely that the previous training shall not have given merely 

 information, but that it shall have developed intelligence, that it shall have 

 been rational and thorough, and have been administered by good teachers. 

 In this country too much or too little is being attempted, and it is quite 

 a common thing to find boys possessing a large amount of detailed 

 ' information ' about chemistry, and a certain mechanical aptitude in 

 chemical analysis, who are unable to do a sum in simple proportion or to 

 write their own language correctly. 



The most that can be properly aimed at in teaching chemistry in 

 elementary schools is the training of the faculties of observation and of 

 orderly thinking, and the stimulation of the instinct of inquiry, which is 

 the possession of every ' uneducated ' child. By restricting the teaching to 

 common things and occurrences this can easily be done, and so an interest 

 aroused both in the phenomena of nature and in those involved in indus- 

 trial operations. In this way there will be created an interest in and 

 appreciation of chemistry amongst the many and preparation made for 

 the few who can proceed to the highest study of the subject, which alone 

 i3 directly applicable to the advancement of industry. 



APPENDIX. 



I. Chemistry in the London Board Schools.^ 

 The teaching of chemistry in the London Board schools calls for special 

 remark, in view of the comprehensive scheme of ' systematised object 

 ' For this information I am much indebted to Dr. J. H. Gladstone, F.R.S. 



