158 REPORTS ON THE STATE OF SCIENCE.—1917. 
Original papers can in this way be brought before the school. If the school 
possesses plenty of space, many exhibits can be on view permanently. 
A valuable addition to a school, or combination of schools, is a museum of 
history, where developments in art and ecience may be illustrated. In the 
museum there should be a gallery of the world’s workers and pioneers, that 
something may be learnt of their lives and what they looked like. Here may be 
shown such things as the genealogical tree of the aeroplane, the uprising of 
biology, the influence of science in the social life, and so on. 
3. Lxperiments Based on the Use of Machinery.—The teacher of science has 
now at his command a large number of machines, tools, and measuring instru- 
ments. The use of these for their normal purpose, or the testing of them, 
affords a striking method of introducing young boys to the principles of 
science, and gives good exercise in mathematics. Experiments can be arranged 
for young boys of the Preparatory or Elementary School age with engines, 
dynamos, measuring instruments, testing machines, &c., to infuse the spirit of 
science and lay a foundation of information upon which to build at a later 
stage. A few of the experiments can be given as examples: (1) To find the 
horse-power and efficiency of a motor; (2) to run a test of a gas-engine—B.H.P., 
consumption of gas, I1.H.P., working out of cards, efficiency; (3) steam-engine 
with varying loads and cut-offs; (4) experiments with voltmeters and ammeters ; 
(5) testing strength of material. Very young boys can with advantage be 
brought to this kind of work, but the teacher must be content to sow in 
faith. He must sow the seed and wait for the fruit. 
The calculations required in experiments of this kind will suggest their 
extension into the mathematical class-room. The mathematical class-room may 
be used as an office, for it is a useful thing in all parts of the school, especially 
the lower half, to give practice in working out a series of continuous calcula- 
tions. Data may be given drawn from an engine test, from the working of a 
crank shaft, from agricultural operations, trench fire, artillery maps, food 
rations, measuring velocity of wind; and the class may be set to work out the 
calculations required. It is useful for the master to talk round the problem 
for a few minutes before starting work. If many calculations are required, 
the work can be divided up amongst the boys. The results can be stated not 
as an answer, but in the form of a written report. This form of teaching 
considerably extends the range of mathematics which may be covered in the 
early years, and boys of fourteen or fifteen may be introduced through it to the 
study of the calculus and co-ordinate geometry. 
4. Biology.—The importance of biology in a scheme of general education 
cannot be overstated. It is the science which very closely touches the life of 
the nation, and its economic value is found in all directions. Every branch of 
knowledge in the years to come will be influenced by the study of biology, and 
the humane studies in history, economics, sociology will be re-written under 
the same. 
Biology should be an integral part of school studies, and take its place by 
the side of languages and mathematics. In the early years it should be taught 
to all, and later to a group of specialists. 
The following brief notes on equipment may be useful :— 
The neighbourhood can provide material for observation and study, but in 
addition to this there are needed for experiment and observation some or all of 
the following: (a) Biological or botanical garden; if possible, a small experi- 
mental farm. The gardens may contain natural-order beds, herbaceous border, 
Alpine garden, pond, marsh, seashore, climbing plants, &c. (6) Experimental 
plots. (c) Laboratory and museum; in these, aquaria, breeding cages for life- 
history of insects, terraria, vivaria, insect incubators, &c.; microscopes and 
lenses, &c. 
5. Chemistry.—Here again the work should be almost entirely experimental, 
enlarged by demonstration. Much help can be given by the boys who are 
specialising in chemistry. Much of the work should be of a quantitative 
character, and this aspect should develop side by side with the qualitative 
nature of the same. Many points of contact with the order of Nature in 
everyday life will occur, and the utmost should be made of these in correlation 
with biology and physics. None but exact scientific types of apparatus should 
