ing much, that is ordinarily taught under mechanics and physics, the prime object of which is to teach accuracy of observation. You will then study a series of problems, mainly chemical, which have been arranged chiefly in order to cultivate reasoning powers and to teach the research method. In fact, what we want to do is, as far as possible, to put every scholar in the position of the discoverer. The world always has and ever will advance through discovery; discoveries, however, are rarely made accidentally—indeed, we all pass from ignorance to knowledge by discovery, and by discovering how to do things that we have not done before we ever increase our powers of usefulness: we all require, therefore, to be taught how to discover, although we may never be called on to make original discoveries or have the opportunity. But as you proceed I trust that you will realize that the method which you are learning to apply is one which can be made use of in all your work—that the course has a broad educational value far transcending its special value as an introduction to physical science.
Lastly, I should like to take this opportunity of calling attention to the very great value to girls, as well as to boys, of teaching such as you are about to give. I fear that much that girls are being taught under the guise of domestic economy is of slight value educationally or otherwise, and that they are but having imparted to them little tidbits of information which they are as likely as not to misapply. Nothing is done by way of increasing their intelligence and forming their characters. Lessons which would lead them to be observant, thoughtful, and, above all, exact—lessons in method—would be of far higher and abiding value. They would then carry out their household functions with greater ease; there would be far less waste; less unhealthiness; far more comfort. I believe the need for such training to be indeed far greater in the case of girls than in that of boys. Boys are naturally apt in many ways, and, even if neglected at school, perforce develop when they go out into the world; but girls are of a different disposition, and rarely seem to spontaneously acquire the mental habits which a training in scientific method can confer, the possession of which would be of inestimable value to them. Extraordinarily little has been done as yet on their behalf, and they have been cruelly sacrificed at examinations—for which, unfortunately, they appear themselves to have an insatiable natural appetite. It is to be hoped that the new board will give the most serious attention to this matter, and that it will take steps to secure the teaching of scientific method in all the schools under its charge, whether boys' schools or girls' schools. Unhealthy buildings have attracted much attention; but the existence of a far more serious evil—the absence of healthy teaching suited to the times—has not even been noticed.
