72 REPORT—1874. 
lectures, in order that the pupils’ first impressions may be got directly from 
the things themselves, and not from what is said about them. They do not 
suppose that it is possible in elementary teaching entirely to do without the 
use of text-books, but they think they ought to be used for reviewing the 
matter of previous experimental lessons rather than in preparing for such 
lessons that are to follow. 
With regard to the order in which the different branches of Physics can 
be discussed with greatest advantage,—considering that all explanation of 
physical phenomena consists in the reference of them to mechanical causes, 
and that therefore all reasoning about such phenomena leads directly to the 
discussion of mechanical principles,—the Committee are of opinion that it is 
desirable that the school-teaching of Physics should begin with a course of 
elementary mechanics, including hydrostatics and pneumatics, treated from 
a purely experimental point of view. The Committee do not overlook the 
fact that very little progress can be made in theoretical mechanics without 
considerable familiarity with the technicalities of mathematics; but they 
believe that, by making constant appeal to experimental proofs, the study of 
mechanics may be profitably begun by boys who have acquired a fair know- 
ledge of arithmetic, including decimals and proportion, and as much geometry 
as is equivalent to the First Book of Euclid. They believe that it will be 
found sufficient to impart such further geometrical knowledge as may be 
required (such, for instance, as a knowledge of the properties of similar tri- 
angles) in the first instance provisionally, without demonstration, during the 
course of instruction in mechanics. 
In reference to the order in which the other departments of Physics 
should be studied, the Committee do not think it possible to prescribe any 
one order that is necessarily preferable to others that might be adopted ; but 
they consider it desirable that priority should be given to those branches in 
which the ideas encountered at the outset of the study are most easily appre- 
hended, and illustrations of which are most frequently met with in common 
experience. On these grounds they suggest that the elementary parts of the 
science of heat may advantageously follow mechanics, that elementary optics 
(including the laws of reflexion and refraction, the formation of images, 
colour, chromatic dispersion, and the construction of the simple optical 
instruments) should come next, and afterwards the elements of electricity 
and mdgnetism™. When it is found possible to include in the work of a 
school a fuller or more advanced course of Physics than that here indicated, 
the Committee are of opinion that the discretion of the master, guided by 
the circumstances of the case, will best decide in what direction the exten- 
sion should take place; they suggest, however, that an early place in the 
course should be given to elementary astronomy, both because it furnishes 
the grandest and most perfect examples of the application of dynamical 
principles, and because it promotes an intelligent interest in phenomena 
which, in their most superficial aspects, at least, cannot fail to arrest atten- 
tion, and familiarizes the mind with the wide range of application of physical 
laws. 
The Committee are strongly of opinion that no very beneficial results can 
be looked for from the general introduction of Physics into school-teaching 
unless those who undertake to teach it have themselves made it the subject 
of serious and continued study, and have also given special attention to the 
best methods of imparting instruction in it, They therefore suggest that, 
* Tt should be stated that one member of the Committee did not approve of the order 
of subjects suggested in the text, 
