442 REPORTS ON THE STATE OF SCIENCE. 



elementary and practical character. The science lessons to be given in 

 connection with the subject should have for their main object the in- 

 culcation of habits of accuracy and cleanliness. The importance of exact 

 method, and of using vessels which are scrupulously clean, may best be 

 illustrated by the simplest chemical manipulation, and the school should 

 be furnished with a room — not necessarily a laboratory in the sense in 

 which that term is generally employed — in which easy experiments may 

 be performed by the children themselves. As lessons in cooking cannot 

 be given usefully until the child has acquired some manipulative skill, 

 and has reached the higher standards, it is better that the courses of 

 experimental science should precede the practical teaching of that subject. 

 It is a matter for consideration whether the science lessons should be 

 combined with the teaching of cooking, illustrating as they arise some of 

 its underlying principles, or whether they should run parallel with the 

 instruction or should precede the practical teaching of the subject. 

 Something may be said for each of these plans, but the balance of advan- 

 tage is in favour of the last, attention being directed to the results of the 

 scientific experiments with which the child would be previously familiar 

 in explanation of cooking processes. 



The selection of subjects for the science lessons and the arrangement 

 of experiments to be performed by the children themselves demand much 

 thought on the part of the teacher, and should not be undertaken without 

 careful preparation. They should be such as would find full illustration 

 in the practical teaching, not only of cooking, but of housewifery and 

 general hygiene. The lessons in cooking must be essentially practical. 

 Demonstrations in class will not suffice. This is generally recognised, 

 but it is ^important that the dishes to be prepared by the pupils should 

 be selected with a view to economy, and should be such as might reason- 

 ably be provided in a poor man's home. All waste should be avoided. 

 Nothing should be thrown away, and the child should be shown how to 

 utilise portions of food which are too often regarded as useless. At best, 

 however, only a foundation can be laid in an elementary school for further 

 instruction in evening classes and in secondary schools, but the foundation 

 should be solid and serviceable as far as it goes. 



It is generally agreed that work of a practical character cannot be 

 carried on in large classes. The Committee therefore consider that a 

 reduction in the size of the classes is necessary, if effect is to be given to 

 their recommendations. 



The teaching of domestic matters to girls should be regarded as the 

 central subject of instruction, around which other subjects should be 

 grouped. It is all important to the happiness of the home and to the 

 healthy rearing of children. It should include needlework, cooking, 

 household management, and the rudimentary principles of hygiene. In 

 all these subjects it is essential that the lessons should be adapted to the 

 ages of the children and the conditions of their home life. Many useful 

 suggestions will be found in the valuable report recently issued by the 

 Board of Education on ' School Training for the Home Duties of Women ' 

 in certain foreign countries. In the admirable contribution by Miss 

 Helen E. Matheson on ' Housewifely Instruction in State-supported 

 Schools in Belgium,' the following paragi'aphs on the -teaching of domestic 

 economy demand special consideration : ' The lessons have an essentially 

 practical bearing : inductive methods of teaching are employed, and the 

 teachers are expected to exercise the reasoning power of their pupils. 



