152 REPORTS ON THE STATE OF SCIENCH.—1917. 
steam, pressure in boilers, and the steam-engine with B.H.P., ending in the 
boys determining their own B.H.P. The source of the energy being heat, the 
rate at which the gas-burners supply heat can be determined, and so the 
unit of heat is reached, together with the mechanical equivalent (Callender’s 
Apparatus) and the thermal efficiency of the engine. The effect of pressure 
on the boiling-point introduces evaporation and boiling, together with rain, 
dew, and hydrometers. 
hey are now ready for another change of state, so formation of ice, bursting 
water-pipes, disintegration of soil, icebergs, deep sea and life in the abyss, 
provide one line, whilst latent-heat cooling by evaporation, freezing machines, 
and liquefaction of gases afford another. 
C. The majority of schools, however, find the ‘subject’ method more 
convenient. Except perhaps in the matter of correlation, the disadvantages 
mentioned above can be avoided if it is realised that the introduction of the 
human element and experimental investigations should be the main features. 
Since this is the only science work many of these boys will get, the object is 
not to clear the way for a future study of science, but to provide self- 
contained work complete in itself. This means a broad landscape as the general 
picture, with detailed work in particular fields to provide the experimental 
inquiries. The geographical work of the school may provide it; but, if not, 
an introductory course should present a broad view of the Universe, the position 
of the earth in it, the changes which the earth undergoes by volcanic and other 
action, as well as some of the usual physical and chemical properties of the 
atmosphere. 
Forms of life on the earth can be begun here, but not taken very far, as 
much of this biological work is helped by some physical and chemical under- 
standing. It is a disadvantage where the ‘subject’ method is employed to 
get the biological work ahead of this ancillary knowledge. The most satis- 
factory results are attained by retaining a portion of the time each week for 
biological work throughout the six terms. Different stages in it are then 
reached pari passu with the progress in physics and chemistry. The final 
stages are attacked with the more adult and trained grip, following four or 
five terms’ work at science. At the least the biological work should comprise 
the life of a plant, simple agriculture, crops, fixation of nitrogen, manures; 
an excellent experimental investigation into the overthrow of the humus theory 
by Ingenhauss can be carried out, together with other practical work. In the 
botanical section there should come an introduction to the work of Darwin, 
Mendel, Pasteur, and others. In fact, this acquaintance with the foremost 
men in the history of scientific knowledge should be included in each subject. 
Material full of human interest is provided by coal, fungi, yeast and its uses. 
bacteria, ferments and fermentation, with many examples, pasteurisation, tinned 
and bottled goods, ptomaines, infection, refrigeration, and so on. University 
framers of a syllabus for the average boy and external examiners revel in the 
action of sulphuric acid on copper and similar phenomena as an educational 
medium ; the vast majority of candidates pass through life without ever meeting 
such an action outside the academic atmosphere of the class-room, any more 
than they meet the Greek particles. Bread, cheese, and beer are apparently 
beneath the consideration of academic science specialists. None the less, 
fermentation, moulds, bacteria in hay infusions, &c., are unequalled as a material 
for experimental investigation and instilling a true scientific habit. 
In the same way in zoology, the work of Jenner, Lister, Metchnikoff, and 
other great discoverers should be brought out in connexion with simple hygiene. 
This course should also include reference to microscopic animal life and its 
effect on the earth’s surface (e.g., chalk and flint), respiration, blood circulation, 
malaria, sleeping sickness, or to useful natural products within the Empire, and 
some simple agriculture. 
The other subject courses are more familiar. It is only necessary to direct 
attention to the special human features of the work and to give one or two 
examples of experimental investigations. Thus, the hydrostatics can be based 
on a machine and involve consideration of other familiar applications in addi- 
tion to those already mentioned in A, such as pulleys, jacks, balloons, siphons, 
and turbines. If the mathematical work of the school does not comprise them, 
then falling bodies, Newton, &c., Galileo’s disproof of Aristotle should he 
