1884.] 
On Technical Education. 
87 
is met with amongst teachers styled Professors what ran h* 
? a r te U n g f h V 0 f b V Xpeaed from who are pafd at the 
rate of £1 for twenty-eight lessons ? P tbS 
icrnn f ° rtun - ately5 ln this land of educational endowments 
IS + ” ot soIeI y confined to the teaching body it 
extends sometimes to the examining body. In looking^over 
examination papers it is not difficult to see that the questions 
reldffi^soSe'boor at by the Ex aminer simply 
reading some book on the subject. I have met with one or 
more very cun ° us instances of this, but to narrate ?hem 
would carry me too far away from my present subject and 
therefore I will resume the consideration of the taTre 
A combination of practical work and thought is as neces- 
as ft fsto obtain in °? led f , of an / of the indubtive sciences 
s it is to obtain a knowledge of arithmetic: hence if anv 
system of teaching is adopted for teaching any one of these 
sciences in which thought and work are "not combined im 
ffirmatmn may, but knowledge certainly cannot, be acquired 
The ledture system of teaching does not admit of the 
students combining work and thought; hence it cannot 
educationally be regarded as a method by which scientific 
knowledge can be acquired ; nor is it rendered more effleien? 
wprd^eftuS 
1* “ FT ^ make catecheUcal sySem mu^ be' 
adopted, by this system the attention of alf the students 
remains unabated throughout the entire leffiure and bv 
ln f conv erted from passive into active agents they take a 
f. ' J 1 P Ieasure m .the instruction given ; and by bein- asked 
and asking questions all understand, as far as they can with- 
Bv* J XP ? Im *v lng tbemseIves > the subject leffiured upon 
By adopting this method I have found students to be more* 
deeply interested, if possible, in organic than in inorSnic 
chemistry, whereas, by the professorial system of lebtunnsr 
leart r iiked ly “ p ? nenc « * is the branch of chemist?; 
least liked. It is greatly to be regretted that the svstem nf 
Inrh^ b Q edlures ls the Prevailing system for teaching the 
emnWd f Sci J nce ®! and that {t is th e system most frequently 
a eaC lin ? begmners; much more could be ac^ 
de^ofe t h o ed stnd ni? f g 6 tlme the ^ orit y of students can 
adopted!° y * m ° re mtl ° nal educational system were 
In teaching evening classes in Chemistry, some years aa-o 
I adopted a practical system of teaching from the first 
sson onwards, which caused work and thought to be 
