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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