With all pupils that is, doubtless, the best plan where
chemicals are concerned.
Another method is to allow pupils to assist the teacher in the
preparation of experiments, to call occasionally upon members of the
class to come forward and give the experiment in the place of the
teacher, and to encourage home work relating to experiments. This latter
is often spontaneous on the part of older pupils, and can be brought
about with the smaller ones by the use of a little tact; many of the
toys of the present day have some scientific principle at bottom; let
the teacher find out what toys his young pupils have, and encourage them
to use them in a scientific way.
In whatever ways experiments be used, the class should be made to
consider the following elements as important in every case:
1. The purpose of the experiment. The same experiment may be performed
at one time for one purpose, at another time for another. The purpose
intended should be made the prominent thing, all others being
subordinated to it. Many chemical reactions, for instance, can be made
to yield either one of two or more substances for study or examination,
or use, while it may be the purpose of the experiment to close only one
of them.
2 The apparatus. All elements should be considered. The necessary should
be separated from that which may vary. In cases where the various parts
must have some definite relation to the others as regards size or
position, all that should be considered with care.
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