608 REPORT— 1895. 



scientific research, coupled with arrangementa for comparison easily accessible to 

 students. There would seem to be some difficulty in alterlag the functions of the 

 Standards Department so as to combine research with its present duties, nor is it 

 established in a situation where delicate observations could be carried on. 



The Incorporated Kew Observatorj', which is administered by a Committee 

 under the Iloyal Society, is situated in an almost ideal locality for observations. 

 It already conducts, on a small scale, some experimental work, and it appears to 

 afford a nucleus whicli might be gradually extended into an establishment analo- 

 gous to the lieichsanstalt, provided the Government would countenance its exten- 

 sion on its present site, and aid the scheme with a grant of money. Under these 

 circumstances, I would suggest that the Committee of Section A upon National 

 Laboratories — which appears not to have been re-appointed at Oxford — be now 

 renewed with members added from Section B and Section G, and that it be re- 

 quested to report : — 



(a) Upon the functions which an establishment of this nature should fulfil. 



(b) Upon the system which shoidd be adopted for its control and manage- 



ment. 



The Association would then be in a position to approach the Government with 

 a definite proposal, either for the utilisation of the Incorporated Kew Observatory 

 for the purpose, or for some other plan. 



2. On the Teaching of Geometrical Drawing in Schools. 

 By O. Henrici, F.R.S. 



The teaching of geometrical drawing in schools is in many respects unsatisfac- 

 tory. It is at pi-esent chiefly regulated by the examinations of the Science and 

 Art Department and those for the entrance into the army. At some schools there 

 are also special classes for those boys who intend to become engineers. The re- 

 quirements for these are at present quite different. It seems desirable, and not at 

 all difficult, to assimilate the teaching by laying down one rational course, so that 

 all pupils at schools can receive the same instruction, at least in the earlier stages. 

 This should be done first of all without any regard to examinations, the only ob- 

 ject being the teaching of the ' art ' of geometrical drawing. The syllabus for any 

 ■examination should then be drawn up in conformity with such a course. 



To bring this about a committee of the British Association seems to be the 

 most appropriate means. It would be the duty of such a committee to lay down 

 the outlines of the course, and therefore it would be premature to say much about 

 at at present. A few points, however, may here be touched upon. 



First of all it seems necessary to free the subject, at least at the beginning, 

 from all connection with Euclid and his constructions ; in fact, geometrical drawing 

 should be begun long before Euclid is tackled. Euclid only knows two drawing 

 ■instruments, the straight-edge and the pair of compasses for drawing straight lines 

 and circles. To these should be added at once the set-squares and sooner or later 

 the T-square. 



The drawing of parallels and perpendiculars should be done by their aid ; 

 bisection of lines by their aid and by trial. The first object should be to draw 

 •accurately. 



A great many figures can be drawn, first without circles, where the pupil can 

 judge /or /uVwse^f whether his drawing is accurate. 



Rules for transforming figures by stretching or by shear may follow, leading to 

 ■equal and t& similar figures. 



Such a course will be the very best introduction to Euclid, and will form a 

 natural connection between the Kindergarten, which is steadily gaining in import- 

 ance, and the systematic geometry of Euclid. 



Solutions of problems which require a knowledge of Euclid should be attempted 

 "Only when good progress has been made in this art of drawing. 



