CONTENTS.

LECTURE I.

Scientific and Technical Education in England and other

Countries The Reasons usually assigned for our backward-

ness not valid-The Money provided sufficient-The Intel-

lectual Fibre as good as that of other Countries-Want of

Unity and Design in our Institutions-In Germany the

Organization complete and perfect-Our unorganized ex-

pensive efforts one of the chief causes of our backwardness

and a great National Loss-Examinations of the Depart-

ment of Science and Art-Payment on Results-Reforms-

The Raw Materials of this and other Countries-Foreign

Competition active and threatening with our Staple Manu-

factures-Our Exports and Imports-The Mineral Resources

of, and progress in the Extraction of Metals and Metallic

Industries in, America-Our position at the present time as

an Agricultural Country.
pp. 1-50

LECTURE II.

Science must be Acquired before it can be Applied-The best

Method of Teaching any subject-Imperfect Methods were

adopted in Teaching the older branches of Learning, as the

Dead Languages and Mathematics, attested by Eminent

Authorities-Mechanical and Philosophical Methods of

Teaching-Jean Paul Friedrich Richter's views on the effect

of such a Teaching System as the Postal one-The Postal

System now in use-The Methods generally employed in

teaching Botany, Zoology, Geology very imperfect-This

view corroborated by Eminent Scientific Authorities-

Students would be more attentive and painstaking if more

of Reality and less of Artificiality were adopted in Teaching

-The Lecture-taught Class-room Student of Geology,

Mineralogy, and Mining contrasted with the Uneducated.

Fossil-collector or Miner-Illustrations-The essential

Qualifications an Educator ought to possess-The Student

requires Sympathy, exemplified in the cases of Mozart,

Shelley, Goldsmith, Gibbon-Dr. Schmitz on the Qualifi-

cations a Teacher ought to possess-True Education only

practicable by a true Philosopher-In Germany Education

has assumed the shape and dimensions of a Science

LECTURE III.

PP. 51-102

Introduction-The view different races have had of the Aim of

Education-What is our Aim as a Nation ?-Definition of

Education The Object according to this Definition-Laws

of Nature learned from Observation and Experiment-

Illustrations; the Discoveries of Newton and Kepler-

Numerous Gradations of Mental Capabilities and Power

exist; although the same faculties are common to all-The

Reason-Succeeding generations mentally in advance of pre-

ceding ones illustrated-People in the same country will

ever vary
in Intellectual power and Attainments-One

Reason stated-But all capable of Intellectual Advancement

-The Advancement would be more rapid and perfect were

Rational Methods of Instruction followed-Meaning of the

terms A Good Education, A Liberal Education, &c.—Value

of the Classics and Mathematics as Educational instruments

in training the Mind-The Mind exercised by these Studies

only in Deductive Reasoning-One at least of the Inductive.

Sciences ought therefore to be taught in Secondary Schools

-For Educational purposes, the Experimental superior to

the Observational Sciences-Chemistry superior to Physics

-Educational Reforms-Teaching the Teachers

LECTURE IV.

pp. 103-150

The operations of the Mind briefly described-The Primordial

Forms of Mental Activity-Nature and Development of

Perception-Residua-The Blending of Residua-Nature

and Development of Ideas-Association of Ideas-Language

the Atmosphere in which Thought lives-Misuse of Language

in Teaching the Inductive Sciences-Memory-Its Culture

-Constructive Imagination-Creative Imagination-The

Logical Processes of the Mind-Necessary and Contingent

Truths-Deductive and Inductive Reasoning-Intelligence

as Thought
pp. 151-191

LECTURE V.

This Lecture devoted to the Teaching of Elementary Chemistry

-No Distinction hitherto made in the Teaching of the

Science in Secondary Schools and in Colleges-The Dis-

tinction to be made-Descartes and others on the Laws and

Regulative Principles of Education-The same Plan followed

in the Construction of Reference and Educational Works on

the Science-The Plan unsuitable for Teaching the Elements

of the Science-The Uneducated Workman in a Chemical

Factory and the Lecture-taught or Book-taught Student

contrasted-The Teacher and the Book-The Philosophy

of Science-The Origin of Lectures-Only Two Ways of

Seeking and Finding Truth-The Teaching by Lectures and

Books not in Harmony with the Baconian Method-The

Difficulty the Mind experiences in organizing Knowledge

illustrated-The Difficulty of judging correctly of Evidence

-How Elementary Chemistry is Taught, shown by

Examples-Not Taught in accordance with the Laws of

Thought; the Science thus rendered an Inefficient Instru-

ment for Training the Mind-Imperfect also in Teaching the

Science Objections to its Study on this account-Disad-

vantages in employing complicated Apparatus in Teaching—

A Method more in harmony with the Laws of Thought than

the one at present in use described―The Neglect in Describ-

ing the Conditions under which Chemical Changes take place,

renders the Science more Empirical than it would otherwise

be, and Retards its Advancement, illustrated pp. 192-251

LECTURE VI.

On the Teaching of Qualitative Analysis in Secondary Schools

-A valuable Study for Disciplining the Mind when taught

in accordance with the Laws of Thought-What can be

accomplished in Teaching Boys Chemistry, and to what

extent it can be carried on in Secondary Schools-The

After Effects of a Sound System of Chemical Instruction

in Schools-The Cost of Teaching it in Schools-The

Difference between Exact Knowledge, though limited in

extent, and Superficial Acquirements illustrated-Cardinal

Newman on the Teaching of a Multitude of Subjects-

Smatterers in Science most Injurious in Industrial Estab-

lishments-On Technical Language Popular Science

Lectures
Pp. 252-281

LECTURE VII.

Examiners and Examinations-Written Examinations not Suit-

able Tests for every Subject-Unsuitable Tests for the

Inductive Sciences-Distinction between the Deductive and

Inductive Sciences-Written Examinations in Chemistry

frequently more Defective than they need to be-The

Radical Difference between Scientific and Classical Culture-

German Opinion on the Evil Effects produced in England

by Competitive Examinations-The Evil Effects produced

and illustrated when Teaching is rendered Subordinate to

Examinations-The Examiner now controls the Teacher-

The Great Educational Problem of our Time-The

Qualifications an Examiner ought to Possess-The Answers

to the Questions frequently require only the Exercise of the

Portative Memory-The Preparing of Candidates-Efficient

and Inefficient Tests-Cooking on Paper-Examinations in

Chemistry applied to Agriculture
pp. 282-339

LECTURE VIII.

On the Teaching of the Higher Branches of Chemical Science-

Objections considered-The Reforms urgently required—

The Advantages of Continental over English Scientific

Schools-The Methods to be Pursued in Teaching the

Highest Branches of the Science-How Books on the

Highest Branches of the Science ought to be written-

What the Student's Aim ought to be-The Mental Qualifi-

cations the Student of Experimental Science ought to

Possess, Illustrated-How Discoveries are made-Kepler

and Faraday's Account of Failures from Erroneous Specu-

lation-Evening Colleges of Science-How they ought to

be Conducted and what they could Effect-The Cost of

Laboratories

pp. 340-365

LECTURE IX.

On Technical Education--School or College cannot be Substi-

tuted for the Workshop and Manufactory-Brain Work

and Hand Work-Science and Practice-What can and

what cannot be taught in School or College-Use of Tools

not a Suitable Subject for Teaching Successfully in a

College-Opinions of Scientific Men on the Teaching of

Applied Science-The City Guilds Technical Examinations

-Illustrations showing the Uselessness of a mere Verbal

Knowledge of the Inductive Sciences-Manufacturers in the

United Kingdom have hitherto not derived all the Advan-

tages from Chemistry they ought-Why?-How the Chemical

Student, intended for Industrial Pursuits, ought to be

Educated-The Technical College of the Future-Handi-

craft, its importance-The Migrations of Industries-Illus-

trations that Knowledge is Power, and the want of it the

Reverse in Industries-Technical Museums or Museums

of Inventions-The Management and the Managers or

Directors of them.
pp. 366-403