ON SCIENCE IN SCHOOL CERTIFICATE EXAMINATIONS. 483 



lectures. The object in view was to interest the sone of the governing classes 

 in the astonishing discoveries that were being made, and to inspire them with 

 the love of science. Many a boy must have found inspiration in these lectures, 

 but for the great mass of boys the results on the whole were not successful, 

 and the chief reason for this is that boys like to do things for themselves 

 rather than watch other people doing them. They want a share in the doing, 

 and to investigate for themselves. Some years later a change came, and the 

 lecture theatre gave place to the laboratory. Boys were set to work for them- 

 selves. The heuristic method was emphasised, and courses were arranged in 

 physical measurements, chemical experiments, and nature study. This method 

 is now well established in schools, and forms the basis of most schemes of 

 study and syllabuses for examinations. It would seem, however, that this 

 necessary laboratory -work ha« driven the more inspiring experiments into the 

 background. At the moment it is important to return to the lecture theatre, 

 to come into contact again with striking experiments, the history and develop- 

 ment of discoveries, the lives of the great ; in fact, to the romance of science. 

 It is the romance of science which contains within itself the great inspiration, 

 and the first duty of the teacher is to inspire boys with an awakening love of the 

 natural world and bring them to the verge of knowledge where lies the mystery. 



There are difficulties in the way of holding the balance between the two 

 methods. Romance of science opens out ideals, whilst physical measurement 

 trains for exact work in investigation. Both aims are necessary. The regular 

 laboratory work should therefore go on fari passu with any system of demonstra- 

 tion experiments. 



A suggestion may be made for the ' Romance of Science ' experiments. 

 Groups of Forms, Senior, Junior, or Preparatory, may be organised to prepare 

 an exhibition of experiments and demonstrations. The masters apportion the 

 work to groups of boys, and these groups prepare the exhibits and experiments. 

 They make the diagrams and sketches required, write up explanatory and 

 hisirorical matter, work the experiments, and explain the exhibits. Such 

 exhibitions can be left in working order for the instruction of the science 

 classes. Mechanics, physics, chemistry, biology, provide a host of such exhibits. 

 Junior Forms may set up a series of well-known historical experiments ; Senior 

 boys may be encouraged to illustrate modern advances. There are many books 

 amongst the classics in science which will form the basis of such an exhibition. 

 The ' Heat and Sound ' of Tyndall ; Ball's ' Experimental Mechanics,' or Perry's 

 ' Steam Engine ' ; Thompson's ' Light : Visible and Invisible ' ; Wright on 

 ' Projection,' Boys's ' Soap Bubbles ' or Perry's ' Tops ' ; Worthington's 

 'Splash of a Drop'; Lodge's 'Pioneers of Science.' There are fascinating 

 experiments on the discharge through rarefied gases, with radium and Z-rays. 

 vibrating springs, liquid air, rotating bodies ; many chemical experiments and 

 biological exhibits. Lectures or exhibits can be prepared to illustrate the life 

 and works of a great investigator — men like Faraday, Dalton, Darwin, Pasteur. 

 Original papers can in this way be brought before the school. If the school 

 possesses plenty of spa<Je, many exhibits can be on view permanently. 



A valuable addition to a school, or combination of schools, is a museum of 

 historj'i, where developments in art and science 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 Ufe, and so on. 



3. Experiments 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, I.H.P., working out of cards, efficiency; (3) steam-engine 



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