(3) Choice of experiments.(3) The practical course should be so chosen that each experiment illustrates in the simplest possible manner some fundamental principle or “law” of nature. It is precisely here that a teacher has the opportunity of educating the logical faculties of the pupils, each of whom is required to solve independently the simple problem set before her at the lesson and is thus placed in a position to deduce for herself from her own experiment the principle involved. The children are in fact placed, as Dr. Armstrong recommends, “in the attitude of discoverers,” and it is astonishing how soon they learn to become independent in their methods of attacking new problems if their minds are not prejudiced by preconceived ideas of the results to be expected.
(4) Size of classes.(4) As regards the size of the classes and the time to be allowed for each, the Committee of the British Association recommends that “a teacher should not be required to give practical instruction to more than from fifteen to twenty pupils at one time, although the classes at lectures and demonstrations might be somewhat larger”. For the course indicated below one hour a week may be made sufficient at first, but later on an hour and a half should be allowed for each practical class.
(5) Accommodation.(5) As to accommodation, it is quite possible, at any rate at first, to use an ordinary class-room, but as environment no doubt does exercise a certain influence the use of a special room very simply equipped with long tables supplied with water and gas is strongly advised.[26]
[26] Full details of fittings and of the very simple and inexpensive apparatus required are given in the syllabus issued by the Incorporated Association of Head Masters, which can be obtained at the “Educational Supply Association,” 42 Holborn Viaduct.
The above recommendations are meant to apply to all classes up to the time when the needs of public examinations demand a special course; this must necessarily be given by means of set lectures, as it could not otherwise be covered in the limited time which is generally allotted to the subject; they are more or less in accordance with those drawn up by Dr. Armstrong for the Committee of the British Association of which mention has been made, and which were embodied in the Syllabus of Physics and Chemistry issued by the Incorporated Association of Head Masters in 1895; since this date they have been successfully carried out in various boys’ schools. Owing to the enterprise of Miss L. E. Walter a similar course was introduced at an even earlier date into the Central Foundation School for Girls, where it is now in operation. Appended is a very brief outline of the course there pursued, together with a typical set of lessons in chemistry.
Outline of a science course now in operation.On leaving the kindergarten the science teaching is confined to what is really practical arithmetic and geometry, elementary measurements being performed by the most ordinary methods. The children are thus accustomed to the use of simple apparatus such as pipettes, burettes, etc., also to the use of the balance, the simple numerical calculations involved in weighing and measuring being performed in both the English and decimal systems, which are thus made quite familiar.
The following example, quoted from Miss Walter’s paper,[27] gives a clear idea of the sort of introductory teaching needed. This lesson, although of the simplest character, had for its object to show the necessity for, and to choose a unit of length. This is how it was done: “I gave each girl but one a piece of string, all the pieces being the same length; the one odd girl I kept by me, and we had a ball of string. I asked the children to tell me how long their pieces were so that I could cut a similar piece. Naturally they began by guessing—a yard, half a yard; but as I had no yardstick, I feigned ignorance of what a yard was. Soon one put the string along her slate and expressed the length as a slate and three-quarters. Every one else followed suit.... After each of the sensible measurements which they made ... I did the same to my small comrade as they had done to themselves and cut off a piece of string. Then they all watched with great interest to see if my piece really did come like theirs.... This lesson may not sound very exciting, but during the whole time each of those children was alive, each was thoroughly interested in what she was doing.”
[27] “The Teaching of Science in Girls’ Schools,” by L. Edna Walter, B.Sc., reprinted from Education, Secondary and Technical.
The preliminary course consists in its earlier stages of exercises in the measurement of length, area and volume with the use of the balance; this is followed by experiments on density, and subsequently some work on heat is done, a simple thermometer and barometer being made and graduated by each girl, who is encouraged to use them to record the weather by means of curves showing variations of temperature and pressure. It may have been completed by girls of about fourteen, who will then be quite prepared to begin chemistry, having by that time gained a very good idea of how to apply their arithmetic as well as their knowledge of the fundamental physical principles to the solution of practical problems.
It is important to point out that the system here advocated inverts the usual order of teaching chemistry. This subject is divided into “pure” and “physical,” and it is usual at the present time to begin by teaching “pure” chemistry, that is to say, the preparations and properties of a number of the commoner elements and compounds, this part being considered easier than “physical” chemistry, which however ought logically to precede it, since it treats of the fundamental laws upon which “pure” chemistry depends.