Scientific Culture, and Other Essays Part 9

In order to teach successfully the _results_ of science to college students, I have no desire that they should have any preliminary preparation. It has been my duty for more than thirty years to present the elements of chemistry to the youngest cla.s.s in one of our colleges, and I have never had any reason to complain of their want of interest in the subject. Indeed, I regard it as a great privilege to be the first to point out to enthusiastic young men the wonderful vistas which modern science has opened to our view. So far as their temporary interest is concerned, I should greatly prefer that they had never studied the subject before coming to college. But even enthusiastic interest in popular lectures is not scientific culture. A few men in every cla.s.s always have been, and will continue to be, so far interested as to make the cultivation of science the business of their lives. But such men always labor under the disadvantages resulting from a want of early training, and these obstacles repel a large number whose natural tastes and abilities would otherwise have fitted them for a scientific calling.

The change from one system of culture to another, at the age of eighteen, has all the disadvantages of changing a profession late in life. Nevertheless, the college will always continue to educate a number of men of science in this way. Most of these men become teachers, and no one questions that their previous linguistic training makes them all the more forcible expositors of scientific truth. It is not for such persons that I desire any change. I am, however, most anxious that the university should do its part in educating that important cla.s.s of men who are to direct the industries and develop the material resources of our country. Such men can be led to appreciate, and will give time to acquire, an elegant use of language, but they will not devote four or five years of their lives to purely linguistic training, and, if we do not open our doors to them, they will be forced to content themselves with such education as high-schools, or, at best, technical schools, can offer. But, while they will thus lose the broader knowledge and larger scope which a university education affords, the university will also lose their sympathy and powerful support. Such students are now wholly repelled from the university, and, under a more liberal policy, they would form an important and clear addition to our numbers, and--as I have said in another place--without diminis.h.i.+ng by a single man the number of those who come to college through the cla.s.sical schools.

But there is another cla.s.s of young men with whom a system of education based on the study of Nature would, as I am convinced, be more successful than the prevailing system of linguistic culture: I refer to those who now come to college, some of them through the influence of family tradition, some of them through the expectation of social advantage, and a still larger number on account of the attractions of college-life. Many of these are men who, with poor verbal memories, or want of apt.i.tude for recognizing abstract relations, can never become cla.s.sical scholars with any exertion that they can be expected to make, but who can often be educated with success through their perceptive faculties. These men are the dunces of the cla.s.sical department, they add nothing to its strength, and in every cla.s.sical school are a hindrance to the better students; but some of them may become able and useful men, if their interest can be aroused in objective realities. Of our present students, it is only this cla.s.s that the proposed changes would really affect. Those who have tastes and apt.i.tudes for linguistic studies would continue to come through the old channels, and of such only can cla.s.sical scholars be made.

I know very well it is said that, although the cla.s.sical department would be glad to be rid of this undesirable element, yet the change could not be made without endangering the continuance of the study of Greek in many of our cla.s.sical schools. But can the university be justified in continuing a requisition which is recognized to be opposed to the best interests of an important cla.s.s of its patrons? And certainly it is not necessary to protect the study of Greek in this country by any such questionable means. I have a great deal more faith myself in the value of cla.s.sical scholars.h.i.+p than many of my cla.s.sical colleagues appear to possess. Never has one word of disparagement been heard from me. I honor true cla.s.sical scholars.h.i.+p as much as I despise the counterfeit. To maintain that the cla.s.s of cla.s.sical dunces, to whom I have referred, appreciate the beauties of cla.s.sical literature or derive any real advantage from the study is, in my opinion, to maintain a manifest absurdity. Fully as much do the convicts in a tread-mill enjoy the beauties of the legal code under which they are compelled to work; and if, as Chief-Justice Coleridge has recently maintained, in his speech at New Haven, cla.s.sical scholars.h.i.+p is the best preparation for the highest distinctions in church and state, certainly its continuance does not depend on the minimum requisition in Greek of this university.[O] The "new culture," although a much "younger industry,"

does not ask for any such artificial protection. It only asks for an opportunity to show what it can accomplish, and this opportunity it has never yet had. Even if the largest liberty were granted, those who seek to promote a genuine education, based on natural science, would labor under the greatest disadvantages. Not only is the apparatus required for the new culture far more expensive than that of an ordinary cla.s.sical school, but also more personal attention must be given to each scholar, and the ordinary labor-saving methods of the cla.s.s-room are wholly inapplicable. In the face of such obstacles as these conditions present, the new culture can advance only very gradually; and, amid the rivalry of the old system, it can only succeed by maintaining a very high degree of efficiency. The new way will certainly not offer any easier mode of admission to college than the old; and when it is remembered that the cla.s.sical system has the control of all the endowed secondary schools, the prestige of past success, and the support of the most powerful social influence, it is difficult to understand on what the opposition to the free development of the "new education" is based. Are not gentlemen, who have been talking of a revolution in education, taking counsel of their fears rather than of their better judgment; and are they not forgetting that the teachers of natural science have the same interest in upholding the principles of sound education as have their cla.s.sical colleagues? Certainly there can be no question that, in the future as in the past, they will ever seek to maintain the integrity of all the great departments of the university unimpaired. It has happened before this that the judgment, even of intelligent men, has been warped by their cla.s.s relations or supposed interests; but as, in this country, the learned cla.s.s has no control of government patronage, we may at least hope that the discussion of the Greek question will never a.s.sume with us the great bitterness that a similar controversy has aroused in Germany.

[O] This article was written and read to the Faculty of Harvard College shortly after Lord Coleridge's visit to the United States, in the autumn of 1883.

There has been a great deal said in this discussion about the "humanities," and it has been a.s.sumed that, while the a.n.a.lysis of the Greek verb is "humanizing," the a.n.a.lysis of the phenomena of Nature is "materializing." I can discover nothing humanizing in the one or the other, except through the spirit with which they are studied, and I know by experience that the spirit with which the study of the Latin and Greek grammars is often enforced is most demoralizing. Those who have been born with a facility for language may laugh at this statement; but a boy who has been held up to ridicule for the want of a good verbal memory, denied him by his Creator, long remembers the depressing effect produced, if not the malignity aroused, by the cruelty. Many are the men, now eminent in literature as well as science, who have experienced the tyranny of a cla.s.sical school, so graphically described in the Autobiography of Anthony Trollope; and many are the boys who might have been highly educated if their perceptive faculties had been cultivated, whose career as scholars has been cut short by the same tyranny.

Again, a great deal has been said about specialization at an early age, as if the study of Nature were specializing while the study of Latin metres and Greek accents was liberalizing. But how could specialization be more strikingly ill.u.s.trated than by a system which limits a boy's attention between the ages of twelve and twenty to linguistic studies to the almost entire exclusion of a knowledge of that universe in which his life is to be pa.s.sed, and which so limits his intellectual training that his powers of observation are left undeveloped, his judgments in respect to material relations unformed, and even his natural conceptions of truth distorted? Now, although a special culture which has such mischievous results as these may be necessary in order to command that power over language which marks the highest literary excellence, and although a university should foster this culture by all legitimate means, yet to enforce it upon every boy who aspires to be a scholar, whatever may be his natural talents, is as cruel as the Chinese practice of cramping the feet of women in order to conform to a traditional ideal of beauty. Indeed, an instructor in natural science has very much the same difficulty in training cla.s.sical scholars to observe that a dancing-master would have in teaching a cla.s.s of Chinese girls to waltz.

Again, it has been said that while the opportunities for scientific culture in college are ample, no one will oppose such a modification of the requisitions for admission as the conditions of this culture demand, provided only we label the product of such culture with a descriptive name. Call the product of your scientific culture Bachelors of Science, we have been told, and you may arrange the requisites of admission to your own courses as you choose. I am forced to say that this argument, however specious, is neither ingenuous nor charitable. If you will label the product of a purely linguistic culture with an equally descriptive name; if, following the French usage, you will call such graduates Bachelors of Letters, we shall not object to the term Bachelors of Science; or, without making so great an innovation, I, for one, should have no objection to a distinction between Bachelors of Arts in Letters and Bachelors of Arts in Science. But it is perfectly well understood that in this community the degree of Bachelor of Arts is for most men the one essential condition of admission to the n.o.ble fraternity of scholars, to what has been called the "Guild of the Learned." To refuse this degree to a certain cla.s.s of our graduates is to exclude them from such a.s.sociations and from the privileges which they afford; and this is just what is intended. Hence I say that the argument is not ingenuous, and it is not charitable because it implies that a cla.s.s of men who profess to love the truth as their lives are seeking to appear under false colors. To cite examples from my own profession only, I have always maintained that such men as Davy, Dalton, and Faraday were as truly learned, as highly cultivated, and as capable of expressing their thoughts in appropriate language, as the most eminent of their literary compeers, and I shall continue to maintain this proposition before our American community, and I have no question that sooner or later my claim will be allowed, and the doors of the "Guild of the Learned" will be opened to all scholars who have acquired by cultivation the same power which these great men held in such a pre-eminent degree by gift of Nature.

Lastly, I am persuaded that in a large body politic like this it is unwise, and in the long run futile, to attempt to protect any special form of culture at the expense of another. If one member suffers, all the members suffer with it; and what is for the interest of the whole is in the long run always for the interest of every part. I would welcome every form of culture which has vindicated its efficiency and its value, and in so doing I feel that I should best promote the interests of the special department which I have in charge.

XI.

SCIENTIFIC CULTURE; ITS SPIRIT, ITS AIM, AND ITS METHODS.[P]

I a.s.sume that most of those whom I address are teachers, and that you have been drawn here by a desire to be instructed in the best methods of teaching physical science. It has therefore seemed to me that I might render a real service, in this introductory address, by giving the results of my own experience and reflection on this subject; and my thoughts have been recently especially directed to this topic by the discussion in regard to the requisites for admission, which during the past year have actively engaged the attention of the faculty of this college.

[P] An address delivered at the opening of the Summer School of Chemistry at Harvard College, July 7, 1884.

At the very outset of this discussion we must be careful to make a clear distinction between instruction and education--between the acquisition of knowledge and the cultivation of the faculties of the mind. Our knowledge should be as broad as possible, but, in the short s.p.a.ce of human life, it is not, as a rule, practicable to cultivate, for effective usefulness, the intellectual powers in more than one direction.

Let me ill.u.s.trate what I mean from that department of knowledge which is at once the most fundamental and the most essential. I refer to the study of language. No person can be regarded as thoroughly educated who has not the power of speaking and writing his mother-tongue accurately, elegantly, and forcibly; and scholars of the present day must also command, to a considerable extent, both the French and the German languages. These three languages, at least, are the necessary tools of the American scholar, whatever may be the special field of his scholars.h.i.+p, and his end is gained if he has acquired thorough command of these tools. But if he goes further, and studies the philology of these languages, their structure, their derivation, their literature, the study may occupy a lifetime, and be made the basis of severe intellectual training. More frequently, and as most scholars think more effectually, such linguistic training is obtained by the study of the ancient languages, especially the Latin and the Greek, and no one questions the value and efficiency of this form of mental discipline.

But obviously such a preparation is not necessary for the use of the modern languages as tools, or in order to acquire a knowledge of ancient history, of the modes of ancient life, or the results of ancient thought. In recent discussions a great deal has been said about the value of cla.s.sical learning, and it has been argued that no man could be regarded as thoroughly educated who had never heard of Homer or Virgil, of Marathon or Cannae, of the Acropolis of Athens or the Forum of Rome.

Certainly not. But all this knowledge can be acquired without spending six years in learning to read the Latin and Greek authors in the original, or in writing Latin hexameters or Greek iambics. The discipline acquired by this long study is undoubtedly of the highest value, but its value depends upon the intellectual training which is the essential result, and not upon the knowledge of ancient life and thought, which is merely an incident.

Now, this same distinction, which I have endeavored to ill.u.s.trate on familiar ground, must not be forgotten in considering the relations of physical science to education. Physical science may also be studied from two wholly different points of view: First, to acquire a knowledge of facts and principles, which are among the most important factors of modern life; secondly, as a means of developing and training some of the most important intellectual faculties of the mind--for example, the powers of observation, of conception, and of inductive reasoning.

The experimental sciences must often be studied chiefly from the first point of view. If no man can be regarded as thoroughly educated who is ignorant of the outlines of Roman and Greek history: one who knows nothing of the principles of the steam-engine, or of the electric telegraph, is certainly equally deficient. I do not question that in our high-schools the physical sciences must be taught, for the most part, as funds of useful knowledge, and in regard to such teaching I have only a few remarks to make. a.s.suming that information is the end to be attained, the best method of securing the desired result is to present the facts in such a way as will interest the scholar, and thus secure the retention of these facts by his memory. I think it a very serious mistake to attempt to teach such subjects by _memoriter_ recitations from a text-book, however well prepared. This method at once makes the subject a task; and, if in addition the preparation for an examination is the great end in view, it is wonderful how small is the residuum after the work is done. Such subjects can always be made intensely interesting if presented by lectures, with the requisite ill.u.s.trations, and I do not believe that the cramming process required to pa.s.s an examination adds much to the knowledge previously gained. Many teachers, finding that the parrot-like learning of a text-book is unprofitable, attempt to make the exercise more valuable by means of problems--usually simple arithmetical problems--depending upon principles of physics or chemistry. And there can be no doubt that such problems do serve to enforce the principles they ill.u.s.trate; but I am afraid they also more frequently, by disgusting the student, stand in the way of the acquisition of the desired knowledge.

It must not be forgotten, in studying the results of science, that the facts are never fully learned unless the learner is made to understand the evidence on which the facts rest. The child who reads in his physical geography that the world revolves on its axis, learns what to him is a mere form of words, until he connects this astronomical fact with his own observation that the sun rises in the east and sets in the west; and so the scholar who reads that water is composed of oxygen and hydrogen has acquired no real knowledge until he has seen the evidence on which this fundamental conclusion rests. Let, then, the sciences be taught as they have been in schools, as important parts of useful knowledge, but let them so be taught as to engage the interest of the scholar, and to direct his attention to the phenomena of Nature.

All this, however, is not scientific culture, in the sense in which I have constantly used the term, and does not afford any special training for the intellectual faculties. For myself, I do not desire any study of natural history, chemistry, or physics from this point of view as a preparation for college; simply because, with the large apparatus of the university, all these subjects can be presented more effectively, and be made more interesting, than is possible in the schools. What I desire to see accomplished by our schools is a training in physical science, comparable in extent and efficiency with that which they now accomplish in the ancient languages. And this brings me to another topic, namely, scientific culture as a system of mental training.

Before attempting to state in what scientific culture consists, we shall do well, even at the expense of some repet.i.tion, to show that what often pa.s.ses for scientific culture is far different from the system of education which we have so constantly advocated. The acquisition of scientific knowledge, however extensive, does not in itself const.i.tute scientific culture, nor is the power of reproducing such knowledge, at a compet.i.tive examination, any test of real scientific power.

Nevertheless, the examination papers which have been published by the universities of England and of this country show that this is the sole test of scientific scholars.h.i.+p on which most of these universities rely, in awarding their highest honors to students in physical science. The power of so mastering a subject as to be able to reproduce any portion of it with accuracy, completeness, and elegance, at a written examination, is the normal result of literary, not of scientific, culture, and the power is of the same order, whether the subject-matter be philology, literature, art, or science. Indeed, scientific are, as a rule, much less adapted than literary subjects to the cultivation of this power. Moreover, it is also true that scholars, having attained to a very high degree of scholars.h.i.+p, may not possess this power of stating clearly and concisely the knowledge they actually possess. We have all of us known eminent men, possessing in a very high degree the power of investigating Nature, who have been wholly unable to state clearly the knowledge they have themselves discovered. Great harm has been done to the cause of scientific culture by attempting to adapt the well-tried methods of literary scholars.h.i.+p to scientific subjects: for, as I have said in another place, compet.i.tive examinations are no test of real attainment in physical science.

Let me not be understood as disparaging the retentive memory and power of concentration which enable the student to reproduce acquired information with accuracy, rapidity, and elegance. This is a power of the very highest order, and is the result of the cultivation to a high degree of many of the n.o.blest faculties of the mill. And I wish to enforce is, that success in such examinations is no indication of scientific culture, properly so called.

What, then, are the tests of true scientific scholars.h.i.+p? The answer can be made perfectly plain and intelligible. The real test is the power to study and interpret natural phenomena. As in cla.s.sical scholars.h.i.+p the true test of attainment is the power to interpret the delicate shades of meaning expressed by the cla.s.sical authors, so in science the true test is the power to read and interpret Nature; and this last power, like the other, can as a rule only be acquired by careful and systematic training. As some men have a remarkable facility for acquiring languages, so also there are men who seem to be born investigators of Nature; but by most men such powers can only be acquired through a careful training and exercise of the faculties of the mind, on which success depends. No man would be regarded as a cla.s.sical scholar, however broad and extended his knowledge, if that knowledge had been acquired solely by reading English translations of the cla.s.sical authors, however excellent. So, no man can be regarded as a scientific scholar whose knowledge of Nature has been solely derived from books.

In either case the real scholar must have been to the fountain-head and drawn his knowledge from the original sources. In order, then, to discover how scientific culture must be gained, we must consider the conditions on which the successful study and interpretation of Nature depend.

Of the powers of the mind called into exercise in the investigation of Nature, the most obvious and fundamental is the power of observation. By power of observation is not meant simply the ability to see, to hear, to taste, or to smell with delicacy, but the power of so concentrating the attention on what we observe as to form a definite and lasting impression on the mind. There are undoubtedly great differences among men in the acuteness of their sensations, but successful observation depends far less upon the acuteness of the senses than on the faculty of the mind which clearly distinguishes and remembers what is seen and heard. We say of a man that he walks through the world with his eyes shut, meaning that, although the objects around him produce their normal impression on the retina of his eye, he pays no attention to what he sees. The power of the naturalist to distinguish slight differences of form or feature in natural objects is simply the result of a habit, acquired through long experience, of paying attention to what he sees, and the want of this power in students who have been trained solely by literary studies is most marked.

An a.s.sistant, who was at the time conducting a cla.s.s in mineralogy, once said to me: "What am I to do? One of my cla.s.s can not see the difference between this piece of blende and this piece of quartz" (showing me two specimens which bore a certain superficial resemblance in color and general aspect). My answer was, "Let him look until he can see the difference." And, after a while, he did see the difference. The difficulty was not lack of vision, but want of attention.

The power of observation, then, is simply the power of fixing the attention upon our sensations, and this power of fixing the attention is the one essential condition of scholars.h.i.+p in all departments of learning. It is a power which ought to be cultivated at an early age, and in a system of scientific culture the sciences of mineralogy and botany afford the best field for its culture, and I should therefore place them among the earliest studies of a scientific course. Minerals and plants may be profitably studied in the youngest cla.s.ses of our secondary schools, but they should be studied solely from specimens, which the scholar should examine until he can distinguish all the characteristics of form, feature, or structure. I am told that in many of our secondary schools both mineralogy and botany are studied with great success and interest in the manner I have indicated. But a mistake is frequently made in attempting to do too much. With mineralogy or botany as cla.s.sificatory sciences, our secondary schools should have nothing to do. The discrimination between many, even of the commonest, species of minerals or plants depends upon delicate distinctions which are quite beyond the grasp of young minds, and the study of botany frequently loses all its value, through the ambition of the teacher to embrace so much of systematic botany as will enable scholars "to a.n.a.lyze plants."

If a child, twelve or fourteen years of age, is made to observe the characteristic qualities of a few common minerals so as to enable it to recognize them in the rocks, and is likewise led to examine the structure of a few familiar flowers, not only will a new power have been acquired, but a new interest will have been added to life.

Of course, the faculty of observation thus early exercised in childhood only attains the highest degree of development after long experience and continued practice. The acuteness which practice gives is frequently very remarkable, and rude men often surprise us by the extent to which their power of observation has been cultivated in certain special directions. The sailor who recognizes the outlines of to him a well-known coast, where the ordinary traveler sees nothing but a bank of clouds, or the miner who recognizes in the rock indications of valuable ores, are ill.u.s.trations which may give a clearer conception of the nature of the power we have been attempting to describe.

Naturally following the power of observation in the order of education is the power of conception with the cognate power of abstraction; that is, the power of forming in the mind distinct and accurate images of objects, and relations, which have been previously apprehended either by direct observation, or through description; and also the power of confining the attention to certain features which these images may present to the exclusion of all others. This is a power which depends very greatly on the imagination and is capable of being cultivated to a very high degree. There is no study which is so well suited to the training both of the powers of conception and of abstraction as the study of geometry.

To this end the study of geometry should be begun at an early period in school-life, and it should be studied at first not as a series of propositions logically connected, but as a description of the properties and relations of lines, surfaces, and solids--what has sometimes been called "the science of form." A text-book prepared on this idea by Mr.

G. A. Hill forms an admirable introduction to the study.

I esteem very highly the system of geometry of Euclid, either in its original form or as it has been modified by modern writers, as a means of developing the logical faculty. The completeness of the proof of the successive propositions and their mutual dependence by means of which, as on a series of steps, we mount from simple axiomatic truths to the most complex relations, furnish an admirable discipline for the reasoning power; but too often the whole value of this discipline is lost by the failure of the pupil to form a clear conception of the very relations about which he is reasoning, and the study becomes an exercise of the memory and nothing more. Often have I seen a conscientious and faithful student draw an excellent figure, and write out an accurate demonstration, without noticing that the two were not mated; and in a recent meeting of teachers of our best secondary schools it was gravely a.s.serted that solid geometry is the most difficult study with which the teachers had to deal. In solid geometry, however, the reasoning is no more difficult than in plane geometry, but the conceptions are far more complex, and, if the teacher insisted that the pupil should not take a single step until his conceptions were perfectly clear, all the difficulties would disappear. Of this I am fully persuaded, for I have had to encounter the same difficulties over and over again in teaching crystallography. In beginning the study of geometry, of course the power of conception should be helped in every possible way. Let your pupil find out by actual measurement that the sum of the angles of a triangle is equal to two right angles, and he will easily discover the proof of the proposition himself. So, also, if he actually divides with his knife a triangular prism made from a potato or an apple into three triangular pyramids, he will find no difficulty in following the reasoning on which the measurement of the solid contents of a sphere depends. Let me a.s.sure teachers that the study of geometry, taught as I have indicated, is a most valuable introduction to the study of science. But, as it has been usually taught as a preparation for college, it is almost worthless in this respect, however valuable it may be as a logical training.

I consider practice in free-hand drawing from natural objects a most valuable means of training both the power of observation and the power of conception, besides giving a skill in delineation which is of the greatest importance to the scientific student. Accuracy of drawing requires accuracy in observation, and also the ability to seize upon those features of the object which are the most prominent and characteristic. Hence, in a course of scientific training, the importance of practice in drawing can hardly be exaggerated, and it should be made one of the most important objects of school-work from an early period.

To the scientific student the powers of observation and conception are not sought as ends in themselves, but as means of studying Nature. The precise portions of this wide field to which the attention of the student shall be directed will be determined by many circ.u.mstances, and it is not our purpose in this address to lay down a plan of study. To most students the natural history subjects offer the most attractive field; but all, I think, will admit that the experimental sciences should form a considerable portion, at least, of the course of all scientific students, whatever specialty may subsequently be chosen. That on which I desire particularly to dwell is the spirit in which all these studies should be pursued; and I can best ill.u.s.trate what I mean by confining my remarks to that subject in which I am most interested, and in regard to which I have the greatest experience.

In a course of scientific study, chemistry can not be dissociated from physics, and the two sciences ought to be studied to a great extent in connection with each other. Not only does the philosophy of chemistry rest upon physical conceptions; but, moreover, chemical methods involve physical principles. There is, however, a distinction to be made; for, while some of the departments of physics are best studied as a preparation for chemistry, there are other subjects which are best deferred until the student has some knowledge of chemical facts. Among the preliminary subjects we should mention elementary mechanics, including hydrostatics and pneumatics, and also thermotics; while electricity, acoustics, and optics, including the large subject of radiant energy, may well be deferred until after the study of chemistry.

In the study both of chemistry and physics there are of course two definite objects to be kept in view: In the first place, a knowledge of the facts of the science is to be acquired; in the second place, the student must learn by experience how these facts have been discovered.

It would be obvious, from a moment's reflection, that a knowledge of the circ.u.mstances under which the facts of Nature are revealed to the student is essential to a complete apprehension of the facts themselves.

The child who is taught that the earth moves in an elliptical orbit around the sun in one year does not in the least grasp the wonderful fact thus stated, and will not come to realize it until he connects the statement with the nightly procession of the stars in the heavens. And it is just such a connection as this which the teacher must seek to establish in all scientific teaching. In experimental science such a connection is most readily established in the mind of the student by means of a series of well-arranged experiments, which each one repeats for himself at the laboratory table. Obviously, however, it is impossible, in a limited course of teaching, to go over the whole ground of chemistry and physics in this way, or even over that small portion of the ground with which the average scientific student can expect to become acquainted. Nor is this necessary; for, after one has realized the connection between phenomena and conclusion in a number of instances, the mind will fully comprehend that a similar connection exists in other cases, and will understand the limitations with which scientific conclusions are to be received.

Hence, it seems to me that, in teaching chemistry or physics, it is best to combine a course of lectures which should give a broad view of the whole ground with a course of laboratory instruction, which must necessarily be more or less restricted. Experimental lectures are, I am convinced, much the best way of presenting these subjects as systematic portions of knowledge. It is not necessary that the lectures should be formal, but it is all-important that they should be given in such a way that the interest of the student should be awakened, and that they should be fully ill.u.s.trated by specimens and experiments. What we read in a book does not make one half the impression that is produced by the words of a living teacher, nor can we realize the facts unless we see the phenomena described. There is undoubtedly an advantage to be gained in subsequently reviewing the subject as presented in a good text-book, and such a book may be of great use in preparation for an examination.

But how far examinations are of value in enforcing the acquisition of knowledge of an experimental science is a question on which I feel a grave doubt. Certainly their value is very small if, as is too frequently the case, they lead the student to defer all effort to make his own the knowledge presented in the lectures, until a final cram.

The management of lectures, text-books, and examinations, will not, however, offer nearly so great difficulties to the teacher as the management of the parallel experimental course of laboratory teaching.

In the last the methods are less well tried and demand of the teacher a very considerable amount of invention and experimental skill. To follow mechanically any text-book would result in a loss of the proper spirit with which the course should be conducted and which const.i.tutes its chief value. No experiments are so good as those which have been devised by the teacher, or, still better, by the pupils themselves. A mere repet.i.tion of a process, according to a definite description, has no more value than a repet.i.tion of a form of words in an ordinary school recitation. The teacher must make sure that the student fully understands what he is about, and comprehends all the connections between observations and conclusions which it is his aim to establish.

Moreover, he must constantly encourage his students to think and work for themselves, and direct them in the methods of inductive reasoning.

The failure of an experiment may be made most instructive if the student is led to discover the cause of the failure. A leak in his apparatus may be turned to a similar profit if the student is shown how to discover the leak, by carefully eliminating one part after another until the weak point is made evident.

The direction of an experimental laboratory is no easy task. The teacher must make each man's work his own, and follow his processes of thought as well as his experiments with the most careful attention. With large cla.s.ses much time can be saved by going through each process on the lecture-room table and giving the directions to the cla.s.s as a whole; but this does not supersede the personal attention and instruction which each student requires at the laboratory table. Moreover, in laboratory teaching the teacher must rely, as we have said, on his own resources, and but few aids can be given. There are books, however, which will help the teacher to prepare himself for his work, and I am happy to say that a book ent.i.tled "The New Physics," prepared by my colleague, Professor Trowbridge, is now being printed, which I hope will greatly promote the laboratory teaching of physics. Nichols's abridgment of Eliot and Storer's Manual has long served a similar valuable purpose in chemistry, and there are many excellent works on "Qualitative a.n.a.lysis," a study which is admirably adapted to develop the power of inductive reasoning.

There is, however, a danger with all laboratory manuals, which must be sedulously avoided, and the danger is generally greater the more precise the descriptions. They are apt to induce mechanical habits which are fatal to the true spirit of laboratory teaching. Not long ago I asked a student, who was working in our elementary laboratory, what he was doing. He answered that he was doing No. 24, and immediately went to find his book to see what No. 24 was. I fear that a great deal of laboratory work is done in a way which this anecdote ill.u.s.trates, and, if so, it is a mere waste of time.

When teaching qualitative a.n.a.lysis it was always with me a constant struggle to prevent just such a result, and many of the excellent tables which have been prepared to facilitate a.n.a.lysis simply encourage the evil practice. It is an error to which college students, with their exclusively literary preparation, are especially liable, and I have no question that the proper conduct of our laboratories would be made much easier if the students came with a previous scientific training.

Thus far I have dealt solely with generalities, and my object has been not so much to give definite directions as to make suggestions which might lead to better systems of teaching. The details of these systems may vary widely, and yet all may lead to the desired result if only the true spirit of scientific teaching is preserved, and a teacher's own system is generally the best system for him. This leads me to explain my own system of teaching chemistry--which presents some novelties that may be of interest, and, although it has been worked out in detail in the revised edition of the "New Chemistry," just published, still a few words of explanation may be of value at this time in setting forth its salient points.

Chemistry has been usually defined as the science which treats of the composition of bodies, and in most text-books the aim has been to develop the scheme of the chemical elements, and to show that, by combining these elements, all natural and artificial substances may be prepared. In the larger text-books, which aim to cover the whole ground and to describe all known substances, such a method is both natural and necessary. But, as an educational system, this mode of presenting the subject is, as a rule, profitless and uninteresting. The student becomes lost amid details which he can only very imperfectly grasp, and the great principles of the science, as well as their relations to cognate departments of knowledge, are lost sight of. Moreover, the system is unphilosophical, because it presents the conclusions of chemistry before the observations on which they are based. Any one who has attempted to teach chemistry from the ordinary elementary text-books must have experienced the truth of what I have said.

A student learns a lesson about sodium and the various salts of this metal, and, after glibly reciting the words of the text-book, how much more does he know of the real relations of these bodies than he did before? Thus: "Chloride of sodium, symbol NaCl. Crystallizes in cubes.

Soluble in water. Solubility only slightly increased by heat. Generally obtained by evaporation of sea-water in pans. Also found in beds in certain geological basins, from which it is extracted by mining. When acted upon by sulphuric acid, hydrochloric acid is evolved and sodic sulphate is formed, according to the following reaction," and so on. I have known a student to recite all this and a great deal more, without ever dreaming that he had been eating chloride of sodium on his food, three times a day at least, since he was born.