300 REPORT—1890. 
The question as to time will ever continue to be put until the 
fundamental fallacy which hitherto has retarded the progress of experi- 
mental teaching in schools is discarded, viz. that sufficient training in a 
scientific subject can be imparted in the course of a term or two. This 
undoubtedly is the view entertained in the majority of schools—girls’ 
schools in particular. It is well known, for example, that of the many 
hundred students who each year present themselves at the London 
University Matriculation examination, the vast majority have had but a 
few months’ coaching in chemistry, mechanics, or physics, although they 
‘have had lessons in arithmetic and like subjects during the whole period 
of their school career. It was long a superstition — that to pass in 
chemistry all that was necessary was to have read some one of the small 
text-books, and a very large proportion of matriculants have doubtless 
had only such preparation. The fact is that our schools hitherto have 
been all but entirely in the hands of those who have had a purely classical 
or mathematical training, and who have gained their knowledge by 
reading. Teachers thus trained cannot realise that the useful effect of 
science teaching is only attained when the instruction is carried out on 
entirely different lines; they cannot realise that accurate experimenting 1s 
the essential feature in the system; that knowledge gained by mere reading 
is and can be of little use, as in acquiring it the mental faculties which it 
is desired to exercise never become trained. It must be recognised by 
all who have charge of schools that, in order to secure the due develop- 
ment of those faculties which science teaching alone can affect, the 
instruction must be imparted from the very beginning and during the entire 
period of the school career. 
If this be done, many of the difficulties hitherto encountered may 
disappear. Probably it will be found advantageous, at least in the 
earlier stages, rather than disadvantageous, to devote but a short time 
during any one lesson to actual experimental work. There is no doubt 
that far too much is usually attempted ; that too many facts are brought 
under the student’s notice in the course of the lesson, the result being a 
blurred mental picture destitute of sharp outlines. After considerable 
experience I am satisfied that it is difficult to proceed too gradually—it 
may almost be said too slowly. 
The following two sets of instructions are given by way of illustra- 
tion ; it is not pretended that they are complete, nor is it suggested that 
the exercises should be worked through exactly in the order in which 
they are stated, or completed by all pupils ; the teacher must determine 
which are suitable for the particular set under instruction. 
Studies of Water and Common Liquids. 
1. Make every effort to elicit from the pupils by question and answer 
all that they have noticed with regard to water. Induce them to take ad- 
vantage of any opportunities the neighbourhood affords of observing water 
and its effects. Let them ascertain the area covered by the school-house 
roof and the amount of water which falls on it when it rains; institute 
systematic observations of rainfall and embody the data in arithmetical 
exercises. Call attention to the different yearly rainfall of different parts 
of the country, and point out the influence of hills and mountains ; let 
