568 JOURNAL OF SCIENCE, 
t.2., matter ; those which need reference to force being left until 
the 5th Standard is passed. 
The results which have been incidentally mentioned in the 
course of the paper may be thus put together. 
1. The general quickening of the intellectual life of the 
school. 7 
2. The sending of a large number of lads to Science classes, 
after leaving school, at the Midland Institute and elsewhere. 
3. The finding out lads of exceptional scientific ability, and 
setting them on the road. 
4. The attracting the attention of the ordinary teachers to 
Science and the results of its teaching. 
In conclusion, I wish to impress strongly two points upon the 
Society as to this scheme— 
I.—The success of it, which has been admitted to be great, 
depends almost entirely upon the employment of a specially 
appointed demonstrator, who shall go from school to school with 
apparatus, and shall encourage the children to assist him in the 
performance of the experiments, and to handle his specimens. 
I]1—Under this system, instruction is given in elementary 
Science to every child above the 4th Standard. This it is very 
important to note, because in many “Upper Grade Schools,” 
under Boards, it may be (and is) admitted to be a good thing to 
give such practical instruction, and in some towns they say that 
they are doing it. They are not, however, really doing it in the 
sense in which I am now urging it ; for they only give such les- 
sons in the upper schools, to which a few poor boys come by 
exhibitions and examinations. The point that I desire to urge 
most strongly is, that these demonstrations ought to be a fart of 
the work of every school. ‘They are given in the “ Penny Schools” 
in Birmingham, and, as Dr. Crosskey says, in words which I can 
most fully confirm from my own experience in Bristol, ranging 
over a period of more than 20 years, with a class of boys con- 
siderably rougher even than his, “ It is a wonderful thing to see 
the power of experimental Science over the roughest lads. My 
own belief is that in our young blackguards we have a most 
amazing reserve power of scientific research. They are afive in 
every sense, and I have watched them at the Science lessons as 
keenly interested as if they were up to mischief in the streets.” 
From my own experience of the last two years, both as a Gil- 
christ Trust Lecturer, and as a worker in Science exposition at 
the Victoria Coffee Hall, Waterloo Road, familiarly known as 
the “ Vic.,” I am inclined to extend the scope of Dr. Crosskey’s 
remarks so as to include children of larger growth, but equally 
rough. ‘This, however, is a subject beyond the scope of the pre- 
sent paper. I may, however, perhaps mention, as a practical 
illustration of what I mean, that by teaching the elements of 
Geology to the colliers in the Leeds district, Prof. Miall has se- 
cured many valuable fossils for the Leeds Museum, which would 
otherwise have been thrown aside as rubbish on the pit-bank. 
It has just come to my knowledge, also, that the discovery of 
