478 REPORTS ON THE STATE OF SCIENCE, ETC. 



limestone, with limestone caverns, stalactites, hard and soft water, water supply, 

 good and b^d water on the other. Organic matter in water and its purification 

 can extend as far into typhoid, diphtheria, bacteria, infection, inoculation, 

 vaccination, milk, &c., as the teacher desires. 



The compounds and mixtures reached as above lead to inquiries as to the 

 nature of water and suitable chemical investigations, which are followed 

 naturally by more physical considerations — its change of volume on becoming 

 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. 



They 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 genera! 

 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 

 ot 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 vork 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 ipari 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 tliey 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.fj., chalk and flint), respiration, blood circulation, 

 malaria, sleeping sickness, or to useful natural products within the Empire, and 

 some simple agriculture. 



