ON TEACHING CHEMISTRY. 



259 



lessons, embracing iu the six school years a course of elementary instruc- 

 tion in physical science, and serving as an introduction to the science 

 examinations which are conducted by the Science and Art Department.' 

 This system has been in vogue for some years and constitutes the optional 

 subject — 'elementary science' — of the Code. It is continuous with the 

 object lessons of the infant schools, and bridges over the usual gulf 

 between these and tbe ' specific ' science subjects. The following is a 

 model scheme suggested by the School Management Committee of the 

 London School Board : — 



The scheme is adopted wholly or partially in a considerable number 

 of London Board schools. It is encouraged by the Board providing the 

 rarer objects and offering a museum cabinet to any school in which a ""ood 

 commencement of a collection has been made. It will be seen that the 

 course of instruction embodies a considerable amount of elementarv 

 cliemistry. 



The teaching of chemistry as a specific subject calls for no special 

 remark. It is only adopted in ten schools, and no special teachers are 

 provided. 



The systematic teaching of mechanics ('in a large sense') by four 

 peripatetic demonstrators is a very important feature in London Board 

 schools. ' The science demonstrator gives a lesson fortnightly to the 

 boys in the fifth and higher standards, the lesson being illustrated experi- 

 mentally by specimens and apparatus carried from school to school.' 

 This system is being widely adopted in the London School Board di.strict, 

 but is scarcely yet beyond the experimental stage. Its prevalence acrounta 



s 2 



