298 REPORTS ON THE STATE OF SCIENCE, ETC. 



example of plant structure ; the re-inforcement of the stem by the bast fibres is 

 particularly beautiful. For simple botanical instruction this is excellent material. 



(c) The variations of colour and form of the flowers provide interesting examples 

 for the study of heredity. 



{d) The rapid development of oil in the seeds, the development of the cellulose 

 fibres in the stem, their structure and significance, can all be shown simply. 



(e) The root development may be observed in water cultiures when a suitable 

 solution is used. Its response to deficiency and excess of nutritive materials leads on 

 readily to the idea of the nutritive requirements of crops, etc. 



(/) The phenomenon of ripening of crops can be well shown with flax. 



(g) The oil expressed from the seed, is the well-known linseed oil, the best drying 

 oil — extensively used in the paint and varnish industry. This opens up questions 

 of oxidation, soap making, hydrolysis, etc. 



(h) The natural fermentation of the dried stems calls into play the naturally 

 occurring organisms, and leads on to disease, sterilisation, etc. The organisms of 

 flax retting are large and require but slight magnification to reveal them. 



{») The residue from the seed crushing provides the valuable cattle food known 

 as linseed cake, and would lead on to consider feeding values, etc. 



(j) The separation of the fibre from the dried straw after fermentation calls for 

 the use of simple wood instruments, and of iron which any boy could make in the 

 workshop. 



(k) The fibre so separated may be cleaned by hand manipulation of very simple 

 implements, all of which can be made by the pupil. 



{I) The separated fibre from the straw warmed with dilute soda may be cleaned 

 of adhering material, bleached by bleaching powder, and dyed any colour. This 

 leads to discussion of oxidising agents : chlorine, lime, etc., and leads to the fibre 

 constituting bleached linen. 



(to) It is easy to hand-twist the unbleached fibre, if wetted, and so form thread, 

 string and rope, the making of which are of interest to young people. 



(ft) It is but a short step to introduce the hand-weaving of fabric? — such as 

 sacking from string, and cloth from thread, even if such be purchased. 



At every stage represented by these paragraphs much home-made apparatus and 

 appliances would be required and in the making of which constant demands would 

 be made for manual instruction and in the use of tools. 



N.B. — The above ideas are but the bare outlines, but probably sufficient is stated 

 to suggest that through the co-operation of science and manual instruction on these 

 lines they would make a better appeal to the young mind, and stimulate the interest ; 

 of those of practical bent. 



6. MEMORANDUM FROM Mr. C. H. LOCKITT, HEADMASTER OF THE 

 GRAMMAR SCHOOL, BUNGAY, EAST SUFFOLK. 



At this school a Five- Years' Course in Science is arranged to include biological,! 

 geological, and agricultural interests. In the first year the work consists mainly of ' 

 introductory scientific notions illustrated wherever possible from Nature : for example, 

 the use of thermometers is studied in reading of soil temperatures. The second year 

 is devoted to Biology ; the course includes : the counting of bacteria in milk, testing 

 the germinating power of seeds, the study of some plant diseases, and a certain 

 amount of physiology of plants and animals. Before using the microscopes some 

 time is spent on the elements of optics. 



In the third year the main study is Chemistry, which is linked as far as possible ' 

 to the biological knowledge — the study of compounds and mixtures leads naturally 

 to the mechanical separation of soil constituents ; of acids to a study of acidity of 

 soils, and of its lime requirements ; of nitrogen to the estimation of nitrates in the soil 

 for which a colorimetric method is used, to the rotation of crops ; phosphorus is 

 taken in connexion with the phosphates of the soil. 



In the fourth year the main subject of study is electricity and magnetism. 



In the fifth year, that in which the School Certificate is taken, the syllabus of 

 General Science which the Cambridge Syndicate have just introduced, sums up and 

 completes the work of earlier years. 



The main task of a rural school is to teach its farmer pupils what Science can do 



