TRANSACTIONS OF SECTION B. 601 



problems of physics and chemistry to solve this mystery. What the solution will 

 be is beyond my power of prophecy ; whether it is to be found in the influence of 

 some circumstance on the atomic weif^hts, hitherto regarded as among the most cer- 

 tain ' constants of Nature ' ; or whether it will turn out that mass and gravita- 

 tional attraction are influenced by temperature, or by electrical charge, I cannot 

 tell. But that some means will ultimately be found of reconciling these apparent 

 discrepancies, 1 firmly believe. Such a reconciliation is necessary, whatever view 

 be taken of the nature of the universe and of its mode of action ; whatever units 

 we may choose to regard as fundamental among those which lie at our dis- 

 posal. 



In this address I have endeavoured to fulfil my promise to combine a little 

 history, a little actuality, and a little prophecy. The history belongs to the Old 

 World ; I have endeavoured to share passing events with the New ; and I will 

 ask you to join with me in the hope that much of the prophecy may meet with its 

 fulfilment on this side of the Ocean. 



The following Paper and Ileports were read : — 



1. Reform in the Teaching of Chemistry. 

 By Professor W. W. Andrews, Mount Allison University, SackvUle, N.B. 



The reform here proposed may be set forth under the following heads : — 



1. A more complete reorganisation of our subject-matter, a diflferent order, a 

 more constant correlation of the results obtained by difierent methods, and a larger 

 use of the ideas of physics. 



2. Methods of research by means of simple apparatus, thereby economising 

 money, material, and time, and making laboratory hours more fruitful in results. 



3. A method of writing equations denoting changes in energy and state of 

 aggregation. 



I. It goes without saying that any modern teaching makes large use of the 

 Periodic Law as the basis of classification. In many excellent text-books this has 

 been done to a certain extent. "We should proceed farther in the same direction. 

 Mastery of a greater number of facts is possible, and the educational and culture 

 value of the study is increased. 



It is well to introduce the law as soon as the idea of a difference between the 

 reacting masses of the elements is made clear and some knowledge of acid and 

 alkaline properties has been attained, and to do so by arranging the elements in 

 linear order. Periodicity at once becomes evident, and a completion of the curves 

 shows that all belong to one system. Mendel^eS's second table comes by section- 

 ing this line. At first the periodicity should be shown in the case of one property 

 of the elements only, and gradually the periodic system built up. Table I., which 

 was exhibited to the Section, showed the periodicity of basic and acid properties 

 in a diagrammatic form. 



As in botany a plant, so in chemistry every element is to be studied as a repre- 

 sentative of its family. Eight elements so discussed and experimented with are 

 enough for an elementary course. The student should always be asked to reach 

 some results of his own to earn the right to use the work of others. 



Should we not begin with the well-known heavy metals, with their sensible 

 properties and verj' marked reactions, instead of the intangible, odourless, and 

 tasteless gases 0, H, N, and so forth ? It is easier to pass from them to the idea of 

 atomic mass. Gram atoms of the different metals can be kept for illustration 

 and experiment. To this order the cleanliness and simplicity of the plaster-of- 

 Paris method lend themselves admirably. Besides, this is the true historical 

 method. 



Later on in the work the gases and the laws of gases and solutions may be profit- 

 ably taken up. Indeed, study of the gases arises naturally from the experiments in 



