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SCIENCE FOR THE PEOPLE: 
 
 MEMOEANDUM 
 
 ON VARIOUS MEANS FOR PROPAGATING SCIENTIFIC AND PRACTICAL 
 
 KNOWLEDGE AMONG THE WORKING CLASSES, AND FOR THUS PROMOTING 
 
 THEIR PHYSICAL, TECHNICAL, AND SOCIAL IMPROVEMENT. 
 
 ADDRESSED TO 
 
 LORI) HENRY GORDON LENNOX, I.P., 
 
 Chairman of the Council of 
 
 THE SOCIETY OF ARTS, 
 
 BY 
 
 THOMAS TWINING, 
 
 i 
 
 One of the Vice-Prcsidents of the Society. 
 
 LONDON: 
 BY C. GOODMAN, 407, STRAND, \V.C, 
 
 1870. 
 
ritlNTKD BY H. SIMPKIKS, 70|, STRAK0. 
 
SCIENCE FOR THE PEOPLE 
 
 INTRODUCTION. 
 
 MY LORD, 
 
 For more than two years a tedious relapse of a former 
 chest complaint has prevented my joining the meet- 
 ings of the Council of the Society of Arts ; but my 
 thoughts and exertions have been only so much the 
 more concentrated on the various means for facilitating 
 the attainment of scientific and practical knowledge by 
 the people. The lively interest taken in this subject 
 by your Lordship and my other colleagues, induces 
 me to submit to the Council, as on previous occasions, 
 a brief report of my endeavours. I will venture to 
 add a few considerations respecting the general 
 system of Elementary and Industrial Instruction 
 which I conceive to be wanted by the working classes 
 of this country, and in which educational facilities 
 like those I am engaged in organizing on a small 
 scale, might acquire a full development. 
 
 . Believe me to remain, 
 My Lord, 
 
 Yours respectfully, 
 
 T. TWINING, 
 
 !>EEIvYN HOUSE, 
 
 ^TWICKENHAM, 
 
 Aril 1870, 
 
CONTENTS. 
 
 SECTION 1,- ECONOMIC EXHIBITIONS AND MUSEUMS. , .Page 9 
 
 Gallery of Domestic Economy at the Paris International Ex- 
 hibition of 1855. The Twickenham Economic Museum. 
 Its range of objects. Definitions. Obstacles to the diffu- 
 sion of Economic Knowledge. Eespective labours of 
 Theology and Science. 
 
 SECTION 2. FREE POPULAR LECTURES ON THE SCIENCE OF 
 COMMON LIFE, ORGANIZED IN CONNECTION WITH THE 
 TWICKENHAM ECONOMIC MUSEUM Page 15 
 
 Ineffective Science Teaching. First attempt at a new Method. 
 Difficulties to be overcome. Binary mode of delivery 
 adopted for the new Course. Its nature and purpose. 
 Its intended publication. Providing of Illustrations. 
 Working details ; including : distribution of Programmes, 
 &c. ; selection of localities ; choice of Chairman. Orderly 
 and appreciative audiences, Summary of the results qf 
 experience. 
 
 SECTION 3. EXAMINATIONS IN CONNECTION WITH THE POPULAR 
 LECTURES Page 34 
 
 Experiment at the Lambeth Baths. Double purpose of 
 Examinations; viz., to afford a guidance, as well as a 
 test. Science for Working Men. Examination Pro- 
 gramme. Plan of operations based on an open Syllabus, 
 Summary of advantages. 
 
VI 
 
 SECTION 4. PRACTICAL BIONOMY OR THE SCIENCE OF COMMON 
 LIFE, AS A PART OF PRIMARY EDUCATION Page 46 
 
 The kind of Science required for guidance hr Daily Life. 
 Practicability of introducing it as a part of popular 
 Primary Education. Answer to the question, can Child- 
 ren imbibe Science? Importance of an understanding 
 on the use of terms. Adaptability of the proposed plan 
 to various educational schemes. Series of propositions 
 relative to the mode of tuition. Summary of encouraging- 
 data. Question of Time. Question of providing Teachers ; 
 difficulties which present themselves, and means for over- 
 coming them, Proposal for Examinations in Practical 
 Bionomy. 
 
 SECTION 5, SCIENCE AS A PART OF TECHNICAL INSTRUCTION. 
 
 Page 59 
 
 Comparison of the knowledge required for bionomic and for 
 technical purposes. Method for classing technical require- 
 ments. Their parallelisms and divergencies. The kind 
 of Chemistry wanted by Working Men. Attempt to 
 supply it in 24 Familiar Lessons. The requirements of 
 the Dyer taken as a first example. Other Trades to fol- 
 low, Appeal for information and advice, 
 
 SECTION 6. THE EDUCATIONAL WANTS OF OUR ARTISANS. 
 
 Page 67 
 
 Change in the public mind since 1867. How it may best be 
 turned to account. Centralization ; formerly an object of 
 mistrust, now an unquestionable desideratum. Analysis 
 of the Educational wants of our Artisans under the fol- 
 lowing Heads. A. page 72 Primary Education, including 
 moral training; instruction in scientific and practical 
 knowledge ; foundation for technical training ; manual 
 dexterity and practical cleverness; art training; music and 
 poetry ; recreation, exercise and drilling. B. page 85 Ap- 
 prenticeship ; including: prevailing causes of complaint, 
 and remedies suggested by continental example. C. 
 page 88 Evening clashes, Art and Science Schools and the 
 like. Science teaching and Science teachers. Measures to 
 be hoped for from'a centralized administration. D. page 92 
 Educational Materials. Publication under official au- 
 thority of educational diagrams, technical handbooks, &c. 
 
Vll 
 
 E. page 95 Science Museums and Art Galleries con- 
 sidered as a means of Popular Instruction. Defects to be 
 avoided. Principles of organization which should prevail. 
 Means for utilizing existing Collections. F. page 105 
 Technical Examinations and Certificates. The German 
 System as described in " Letters on the Working Classes 
 of Nassau." Its defects. How these might be avoided, 
 and its best features safely adopted in this Country. 
 G. page 110 The Central Industrial College or Pantech- 
 nium. Necessity for such an Institution. How it should 
 be constituted, and where located. H. page 115 The 
 Educational Scheme of the Future. Precautions to be 
 observed, Measures to be initiated, and prospective results 
 to be secured. 
 
 Appendix No. 1 Synopsis of the Twickenham Economic 
 Museum, 
 
 Appendix No, 2. Programme of Popular Lectures, (See Sec- 
 tion 2.) 
 
 Appendix No. 3. Sketch of a Museum for East London 
 (See Section 6. E.) 
 
 Appendix No. 4 Suggestions for a District Museum, (See 
 Section 6. E.) 
 
 Appendix No. 5. Supplementary Notes, including the follow- 
 ing subjects : A Pan-athenaeum of Science and Art. 
 Hygiene in the Medical Curriculum. Prize Examinations 
 in Hygiene. A Manual of Hygiene. Two Lectures on 
 Health and comfort for Seamen, and a fuller Course of 
 Nautical Hygiene for Commanders and Officers in the 
 Merchant Service, 
 
SCIENCE FOR THE PEOPLE. 
 
 SECTION I, 
 
 ECONOMIC EXHIBITIONS AND MUSEUMS, 
 
 I HAD not long been a member of the Committee of 
 the Labourers' Friend Society, which I joined in 
 1847, before the insight which I had the opportunity 
 of acquiring into the condition and resources of the 
 working men of this country, collated as it were with 
 the knowledge of the working men of other countries 
 previously acquired during a long sojourn on the 
 continent, led me to the conclusion that much benefit 
 might accrue to both from an interchange of notions, 
 habits, and contrivances; but that still greater ad- 
 vantages might be derived from bringing the united 
 influence of science and inventive industry, to bear 
 directly and constantly on the requirements of the 
 million, and by spreading everywhere a knowledge 
 and an appreciation of the results thus obtained. 
 
 These considerations, submitted to the Council 
 of the Society of Arts in 1852, and more fully de- 
 veloped in a Memorandum addressed in March, 1855, 
 to our then Chairman, LORD EBRINGTON,* were 
 through the influence of the VICOMTE DE MELUN, 
 embodied in a special resolution by the Philanthropic 
 
 * Now EAEL FOKTESCUE, 
 
10 
 
 Conference held at Paris in July of the same year* 
 A Committee was appointed which, thanks to the 
 very friendly assistance afforded by M. LE PLAY, 
 was soon enabled to organize as an annex to 
 the Universal Exhibition at the Palais de 1'Industrie, 
 the Gallery of Domestic Economy, of which some 
 of my colleagues will remember the inauguration 
 on the 15th September, in the presence of a 
 numerous concourse of members of the Society 
 of Arts. The principle thus initiated,** gained every- 
 where such ready acceptance, that nearly every inter- 
 national Exhibition held on the continent since that 
 time, has devoted a department to means for the 
 improvement of the condition of the Working Classes, 
 and that several important Exhibitions have been 
 held in various countries for that distinct purpose. 
 
 Whilst however temporary exhibitions of this kind 
 are, when well directed, of immense advantage for 
 giving to manufacturing industry an impulse in the 
 required direction, and for inducing the spontaneous 
 juxtaposition of articles which it would be otherwise 
 very difficult to get an opportunity of comparing 
 with each other, to say nothing of the economic gems 
 thus rescued from obscurity, yet I have felt all along 
 that the most practically useful lessons would be those 
 taught by permanent collections, organized on more 
 strictly educational principles, so that one might not 
 only see the things to be adopted or eschewed, but 
 
 * " La Reunion einet le vceu, conformement aux vues exposees dans le 
 memoire de M. Twining, qu'il soit constitue dans les divers pays un 
 inusee econornique permanent, ou seront reunis et classes tous les articles 
 destines a 1'usage domestique et qui se distinguent par des qtialites 
 d'utilite, de solidite, et de bon inarche, ainsi que les precedes et les ap- 
 pareils qui se rapportent a I'lrygiene et a. I'assaimssement des habitations, 
 des ateliers, etc." 
 
 * * It was proclaimed as follows in a Eeport on this special Exhibition 
 prepared on behalf of the Committee by M. Augustin Cochin: 
 
 " De"sormais, aucune Exposition universelle ne doit avoir lieu sans qu'un 
 large espace soit reserve a 1' exhibition speciale des objets utiles au bien- 
 6tre physique ou au developpement intellectual des classes les plus 
 nombreuses de la societeY' 
 
11 
 
 learn at the same time the " reason why." It was in 
 this spirit that I began in 1856 to form the perma- 
 nent and educational Exhibition of the things 
 appertaining to Domestic and Sanitary Economy, 
 which from its being devoted to the furtherance of 
 what may be called ECONOMIC KNOWLEDGE, has taken 
 the name of ECONOMIC MUSEUM. 
 
 It is to the various modes of diffusing this ECONOMIC 
 KNOWLEDGE among the People, that the following 
 pages will be chiefly devoted. To attempt to compass 
 it with a precise definition, would be to deprive it of 
 the elasticity of circumscription which enables it to 
 promote man's physical well-being under the most 
 varied circumstances and conditions of life ; but it 
 may be briefly said to embrace in this essentially 
 utilitarian direction, everything that everyone would 
 say that everybody ought to know. Thus it is of 
 unquestionable importance for all classes of society, 
 and especially for those whose income is small, to 
 know how their dwellings should be constructed in 
 accordance with sanitary principles ; what household 
 improvements they may derive from the discoveries 
 of science, or borrow from the customs and appliances 
 of other nations ; what fabrics they should wear; what 
 food they should eat, and how it ought to be cooked ; 
 how they may distinguish things which are genuine, 
 wholesome, substantial, durable, and really cheap, 
 from those which are cheap only in appearance, and, 
 in short, how they may live with judgment, and get 
 the best money's worth for their money. 
 
 To these elements of comfort should be added in a 
 comprehensive interpretation of Economic Knowledge, 
 not only the most practical means for the avoidance 
 of harm or injury and the alleviation of suffering, but 
 also that amount of information concerning articles 
 constantly used or seen, to lack which would be 
 palpable ignorance.* 
 
 # For more definite indications, see the synopsis of tlie chief series of 
 Illustrations in the Twickenham Economic Museum, annexed to this 
 Memorandum as appendix No. 1, together with a few explanatory remarks 
 
12 
 
 It is self-evident that the study of such a range of 
 subjects, embodying as they do in a more or less 
 direct manner, the applications of scientific facts and 
 principles to the concerns of daily life, presupposes a 
 preparatory acquaintance with these facts and principles 
 on the part of the earnest student. On looking closer-, 
 we find that this indispensable foundation of his 
 economic studies, consists mainly of the elements 
 of Physics, Chemistry, and Human Physiology, with 
 certain general notions of Natural History. 
 
 To make it more clear that ECONOMIC KNOWLEDGE 
 ought to include these scientific elements as well as 
 their practical applications, I sometimes call it 
 ECONOMIC SCIENCE, or substitute the more comprehen- 
 sive expression of SCIENCE OF COMMON LIFE ; but a 
 title which I shall take the liberty of adopting more 
 frequently, having obtained for it the sanction of 
 eminent scientific friends, is PRACTICAL BIONOMY, 
 which indicates more clearly the union of Science and 
 Common Sense for our practical guidance in Daily 
 Life. 
 
 What I have found to be the greatest bar to the 
 diffusion of sound principles of Domestic and Sanitary 
 Economy, is the almost total absence of the 
 above preparatory knowledge, nay of all Scientific 
 training among the bulk of the Community at large 
 and the consequent want of ability on their part to 
 enter into the rationale of the merits or defects either 
 of the things now in use, or of those proposed as sub- 
 stitutes. An artisan and his wife visiting the ad- 
 mirable Food Department of the South Kensington 
 Museum, may be struck and interested amazingly by 
 some of the sensational illustrations and labels, but 
 they are so much at sea in all that relates to the 
 chemistry of nutrition, that they would scarcely 
 venture to alter one item in their daily fare in accord- 
 ance with a scientific dietary. They feel indeed as 
 
 taken likewise from the Museum Programme. Copies of the latter and 
 other papers relating to the educational movemenb of which the Museum 
 is the leading feature, may be had on application to the Secretary, 
 William Hudson, Esq., Economic Museum, Twickenham. 
 
13 
 
 would feel many a classical scholar if he were invited 
 to ramble through field or forest with a botanical 
 work on the Fungi, and to feast on a variety of 
 mushrooms he had never touched before. He would 
 thank you for the suggestion, but prefer sending for 
 the old article to the old shop. 
 
 I am sorry to say that the difficulty of inducing a 
 due appreciation of the value of science in unscientific 
 matters, has met me in all directions. I have found 
 it among schoolmasters and even among clergymen, on 
 whom I had particularly reckoned for propagating 
 among the poor, intellectual means for physical im- 
 provement, and among the rich, notions of judicious 
 and discriminating benevolence. It is true that from 
 some of the more enlightened members of the clergy 
 I have received the most gratifying tokens of sym- 
 pathy and support. I refer with particular pleasure 
 to an encouraging letter received from his Grace the 
 present ARCHBISHOP OP CANTERBURY, then Bishop of 
 London, respecting a small pamphlet by JOHN BERRILL 
 which appeared in 1864, under the title "The Christian 
 Teacher's visit to the Twickenham Economic Museum." 
 I could cite other examples of distinguished divines 
 of various denominations concurring in the conviction 
 that the frame of mind suited for imbibing spiritual 
 truths, is far more likely to be found among the in- 
 telligent inmates of a healthy home, than among 
 those whom ignorance has degraded to a torpid state 
 of misery. Unfortunately there are many churchmen 
 who appear not to feel the force of this principle ; or 
 if they concur in the theory, they seem not to 
 consider themselves the most fitting instruments 
 for carrying it out in practice ; they prefer leaving 
 to secular benevolence to provide for secular wants, 
 and raise a boundary between the vineyard where 
 theology labours for the salvation of the soul, 
 and the open field where science labours for the wel- 
 fare of the body ; partly perhaps because science 
 Was not in their College curriculum, and partly 
 
14 
 
 because science in general is apt to be affected in their 
 minds by the anathemas which the church has 
 pronounced against certain departments of science in 
 particular. 
 
 I must leave for another opportunity the consider- 
 ation of the various means by which churchmen and 
 savants might be brought to an entente cordiale 
 honourable to both and infinitely profitable to the 
 community ; but in the meantime I shall have done 
 something towards promoting this happy result, if I 
 can show science setting aside controversial theories, 
 to dispense the most wholesome and humanizing 
 knowledge, where ignorance is engendering misery 
 and callousness ; and opening the way alike to supersti- 
 tion and infidelity.* 
 
 * But for the deplorable want of that enlightenment which science 
 bestows, we should not see the so-called " Peculiar People " carrying into 
 actual practice the perversion of Scripture Texts, nor would it pay to 
 publish books like that which was some months since largely placarded 
 under the title of " Christ is Coining." The following extract concerning 
 the deluge will give some idea of the level at which science and 
 common sense stand in the mind of its author: 
 
 " Understand, oh man ! the round earth has a bulk about forty -nine 
 times greater than that of the moon, and therefore is more saturated 
 with solar heat than is the moon. The moon contains less solar heat, 
 in proportion to its bulk, than does the earth. Therefore understand, 
 oh man ! that when the Lord God placed the moon much nearer to 
 the round earth; the ground and waters of the earth, the dormant 
 solar heat within the round earth and the moon, became together, as 
 it were, a great and powerful galvanic battery; for the dormant solar 
 heat which solidified the ground, quickly loosened and sped towards the 
 moon, the round earth becoming, as it were, a sun to the moon, and 
 the whole surface of the ground became quickly split and disrupted, 
 and great chasms were made in the shallow oceans. Great clouds of 
 vapour arose from the fast decomposing ground and the fast decomposing 
 mountains, during the time the moon was nearer to the round earth, 
 which turned into rain in quantity sufficient to cover to a great depth 
 with water the whole surface of the round earth the waves rolling 
 over the highest mountains. The solid surface of the round earlh and 
 the solid surface of the mountains were converted into water, and the 
 mountains dwindled greatly. 
 
 The Lord God, after forty days and forty nights, removed back the 
 moon, which caused the round earth to be no longer, as it were, a sun 
 to the moon, and decomposition of the ground, and of the mountains 
 ceased; and gradually the oxygen ^and hydrogen of the superfluous 
 waters entered into fresh combinations with the only other earthly 
 element, nitrogen; the solar heat again became dormant, and they 
 solidified once nioro into earthy and metallic matter, which settled, 
 with trio sweepings of the oceans and of the old continents and islands 
 to the bottom of the water, into strata. The waters were many days 
 shrinking into the comparatively small quantity that now forms the 
 waters of the round earth." 
 
SECTION II. 
 
 FREE POPULAR LECTURES 
 
 THE SCIENCE OP COMMON LIFE, 
 
 ORGANIZED IN CONNECTION WITH THE TWICKENHAM 
 ECONOMIC MITSEPM. 
 
 Having in 1861 removed my Economic Collection 
 to a building erected in the immediate proximity of 
 my residence, I was, notwithstanding my infirm state 
 of health, so far enabled to develop it in about three 
 years, that I thought I might begin to organize in 
 connection with it a series of popular lectures of 
 corresponding scope and classification, preceded by an 
 introductory explanation of the most indispensable 
 rudiments of scientific knowledge; those rudiments 
 for the want of which my museum had for many 
 visitors been almost a dead letter. The first question 
 however to be solved, was whether the working 
 classes could be induced to listen in earnest to a 
 series of methodical lessons on subjects not of the 
 kind commonly considered attractive. Much had 
 been clone to give the audiences at Mechanics' 
 Institutes a false and unfavorable idea of Science. 
 When genuine and educational, it had often been in 
 substance too high and dry, and in form too didactic 
 and technical ; so as to require on the part of the 
 artisan an amount of preparatory knowledge which 
 he could scarcely be expected to possess, and which 
 
16 
 
 indeed it seemed to be nobody's business to give 
 him. When amusing, it was rendered so by experi- 
 ments more calculated to be admired than understood, 
 and it consisted mainly of sensational bits, picked 
 here and there from the range of scientific knowledge, 
 and which without the general context could scarcely 
 produce the clear impressions required for practical 
 use. 
 
 It was to test the possibility of remedying this state 
 of things, that I composed in 1864 a detailed explan- 
 atory Syllabus of six connected Lectures respectively 
 entitled as follows : 
 
 1. "The Alphabet of the Science of Common 
 Life; or, a first peep into the mysteries of 
 Health and Comfort." 
 
 2. " A good Home, and what belongs to it." 
 
 3. "Furniture and Clothing; and Health as 
 affected by them/' 
 
 4. " .Food: its purposes, principles and resources. 
 How to make meals palatable, wholesome 
 and cheap. Beverages." 
 
 5. " Fire : what it is and how to make the best 
 of it. Contrivances for Ventilation." 
 
 6. " Good Health, and how to keep it." 
 
 Each lecture thus sketched out was provided with 
 an ample assortment of specimens, diagrams and ap- 
 paratus, prepared and suitably packed for circulation 
 at the Twickenham Museum. Through the valuable 
 co-operation of the Ladies' Sanitary Association, and 
 the exertions of Mr. SALES, then Secretary of the 
 Metropolitan Association for the Instruction of 
 Adults, arrangements were made for the delivery of 
 the Course at ten places of Meeting in the Metropolis 
 during the ensuing winter. The six lectures were 
 entrusted to three competent persons, who severally 
 undertook to adhere as closely as might be to the 
 
17 
 
 substance of the Syllabus, clothing it in their own 
 language, arid who acquitted themselves of the task 
 in a very creditable manner. 
 
 The result was in the main highly satisfactory; 
 proving that even illiterate audiences could imbibe 
 the more practical portions of science with an earnest 
 appreciation; and that the plan of preceding the 
 study of Domestic Economy with an introductory 
 summary of the sciences on which it depends, was 
 decidedly a step in the right direction ; but at the same 
 time it became obvious that the modus operandi 
 which had been adopted, was susceptible of consider- 
 able improvement. Firstly, the amount of matter, 
 especially as regards the first lecture, was far too great 
 for the limits assigned to it, and seemed indeed to 
 be bursting them in all directions. Secondly, my 
 syllabus, however detailed and explicit it might be, 
 could not. sufficiently control the selection of the 
 subjects, and still less secure a uniform treatment 
 of the whole range of them by different lecturers. 
 Thirdly, I found that centralization and unity of 
 action were as necessary for the success of my small 
 educational experiment, as I imagine they will be 
 found to be in our national educational system. 
 
 Further experiments subsequently undertaken in 
 pursuance of these conclusions, confirmed and extended 
 them. It became more and more evident that to 
 deliver a fluent and taking lecture on materials 
 prescribed by me, and in accordance with my particular 
 views, required consummate abilities which a lecturer 
 possessing them would not like to have thus fettered. 
 The abundance of his knowledge would at times 
 be thoughtlessly poured out to the detriment of the 
 particular facts which I had thoughtfully selected ; 
 the ardour of his mind would ever and anon break 
 the line of connected purposes, and carry him off at 
 a tangent into the realms of speculative fancy, his 
 facile eloquence would dilate on favorite themes, and 
 
18 
 
 three quarters of the allotted time would be consumed 
 before one half of the allotted matter was got through ; 
 so that the remaining half would either be cut and 
 maimed, or galloped over at a headlong pace. 
 
 I enter into these details, because the same difficulties 
 will have to be guarded against by all persons or 
 bodies acting as centres of instruction, and under- 
 taking to radiate it to a distance. It is true that 
 those invested with governmental authority, or other- 
 wise endowed with ample resources, might be able 
 to train in process of time, a staff of special professors 
 up to the mark in the spirit of their mission as well 
 as in the ability to fulfil it; but generally speaking, 
 uniformity of tuition is exceedingly difficult to secure 
 where any freedom of action is allowed. As regards 
 my own case, as I had neither the strength nor the 
 inclination to become a lecturer myself, there was no 
 alternative but that the proposed Course should be 
 written out in extenso; and having failed in an. attempt 
 to get the authorship into better hands, I was obliged 
 to become author myself. I accordingly prepared 
 by the autumn of 1866, under the title of "Science 
 made Easy," the full text of five familiar lectures on 
 the Elements of Physics and Chemistry as part of the 
 preparatory portion or scientific groundwork of a 
 comprehensive course on the SCIENCE OF COMMON LIFE. 
 In doing this I endeavoured to carry out to the best 
 of my power the instructions which I had prepared 
 for others, as to the manner in which the subject 
 matter should be selected and arranged, and as to 
 the style in which it should be expressed. 
 
 Here however I was met by another ominous 
 question : would Working Men listen to a read lecture ? 
 As a rule the reading of a discourse of any kind only 
 answers when there is nothing to do but to read, and 
 is a failure when the delivery of the text is broken by 
 experiments, writing on the Black-board, or any other 
 kind of visual demonstration. The expedient for 
 
19 
 
 overcoming this difficulty which happily occurred to 
 me, was very simple, but proved so effective that I 
 ascribe to it in great measure the uniform success 
 which has attended the delivery [of my Course. 
 It consists in the joint action of a Header and a 
 Demonstrator. Wherever a specimen is to be shown, 
 a Diagram to be pointed to, or an experiment to be 
 performed, a cross (X) in the text warns the Header 
 to make any pause that may be required. The 
 Demonstrator who has before him a full list of in- 
 structions, with every device for enabling him to be 
 ready at the right moment, does the needful, and the 
 reading is resumed without the least embarrassment or 
 loss of time. I am the more induced to lay some stress 
 on the remarkable success which this plan has obtained, 
 because I believe it to be a new one, and to be sus- 
 ceptible of rendering notable service to the cause of 
 popular instruction. A Reader cannot be expected 
 to deliver a written or printed lecture satisfactorily, if 
 he has to go to and fro between his text and his diagrams, 
 or his apparatus. On the other hand a professor who 
 can deliver a whole educational course in a concise 
 yet easy style, without farther guidance than a few 
 notes, and who at the same time is a skilful experi- 
 mentalist, is an expensive luxury, even in London, 
 and almost unobtainable in most provincial localities. 
 But on the contrary there is scarcely a country town 
 where the vicarage or the school cannot supply a 
 good Reader for a philanthropic subject, whilst the 
 JDoctor or the Chemist of the place will be sufficiently 
 up to the performing of any amount of chemical or 
 other experiments, involved in expounding the Science 
 of Common Life. 
 
 It is true that it will not always be easy to find 
 a Reader so capable of captivating a working class 
 audience by the power and flexibility of his voice 
 and the popular style of his delivery, as the one I 
 have had the good fortune to find in Mr. W. FBEEMAN, 
 
 B 2 
 
20 
 
 the Curator of my Museum; nor will a Demonstrator 
 always be at hand so clever at manipulating, and at 
 the same time so competent to answer any scientific 
 questions that may be put to him at the close of 
 a lecture, as my Secretary, Mr. "W. HUDSON. The 
 peculiar smoothness and homogeneity with which 
 their joint action progresses as rapidly as that of the 
 most fluent and experienced extempore professor, will 
 not be attained to by many provincial amateurs, but 
 neither will this degree of efficiency be expected by 
 provincial audiences, or required for making this mode 
 of teaching Science a welcome element in Penny 
 Readings, and a valuable resource for Schools. 
 
 For succinct indications of the nature and purpose 
 of my Course, I cannot do better than refer to a 
 Programme which has been abundantly printed and 
 distributed in four pages quarto, and of which the 
 substance is given as Appendix No 2 to this Memor- 
 andum. Its heading " SCIENCE MADE EASY," followed 
 by the explanatory title "FAMILIAR LECTURES on the 
 APPLICATIONS or SCIENCE TO THE BEQUIREMENTS or 
 DAILY LIFE, offered gratuitously to Institutions estab- 
 lished for the promotion of POPULAR IMPROVEMENT ; " 
 then the further explanation that "This Course of 
 Lectures is intended to unite in an entertaining form, 
 the various departments of practical knowledge which 
 tend to the promotion of HEALTH and COMFORT," and 
 farther down the proviso, a That the public be ad- 
 mitted FREE, the RECREATION and PRACTICAL BENEFIT of 
 the WORKING CLASSES being the sole object in view; " 
 all this marks at once the purpose of the Course, and 
 the character of the audiences chiefly intended to be 
 addressed, A condensed syllabus shows the contents 
 of the nine Lectures of which the Course at present 
 consists; three being allotted to select elementary 
 portions of Mechanical Physics, and similarly one to 
 Chemical Physics; one each to Inorganic and Organic 
 Chemistry; one to outlines of Natural History, and 
 two to Human Anatomy and Physiology. 
 
21 
 
 This elementary knowledge, carefully selected as 
 the most indispensable for understanding the rationale 
 of Daily Life, forms a substantial foundation or ground- 
 work, on which I hope, should my health allow, to 
 erect a superstructure embodying the practical ap- 
 plications of Science to the various departments of 
 Household and Health Economy, and consequently 
 including the following subjects, as shown by an 
 announcement at the end of the Programme : 
 "Dwellings as they should be, and the art of 
 constructing them. Building Material Fixtures, 
 Furniture andHousehold Utensils. Textile Materials. 
 Fabrics, Dress. Food. Warming, Lighting, and 
 Cleaning. Public and Personal Hygiene. Safety 
 from injury, and means of relief, &c. " 
 
 Thus this Course (which I will briefly designate as 
 my Popular Course, to distinguish it from a rather 
 more advanced Course for industrial purposes to which 
 I shall have occasion to allude in another Section) is 
 intended to consist ultimately of two parts, devoted 
 respectively to elementary and applied Science. I 
 may remark however that on the one hand the examples 
 selected to illustrate elementary scientific principles, 
 are of the most practical and every -day character, that 
 on the other hand the review of the more tangible 
 requirements of Daily Life, will be studded with 
 scientific facts and experiments reserved for the pur- 
 pose ; and that there will indeed be throughout, such 
 a concatenation of ideas as to unite virtually the 
 whole, and present a continuous and methodical 
 expose of the Science of Common Life, or Practical 
 Bionomy, specially adapted to the requirements of 
 the million, and brought as much as possible to that 
 complexion which, without any sacrifice of sound 
 teaching, may justify the title of " Science made 
 Easy/' 
 
 I think of proceeding at once to the publication of 
 the present Mne Lectures in a bold type and at as 
 
22 
 
 cheap a price as possible ; giving every information 
 that may facilitate their use by provincial Schools 
 and Institutes. The greatest difficulty with which 
 they will have to contend, will be the providing each 
 Lecture with a numerous set of Illustrations similar 
 to mine. It is true my Models and Apparatus are 
 purposely made of common materials, and are re- 
 duced to the very simplest contrivance, but even this 
 simplicity is in many instances the result of much 
 labour and experience ; nor would a provincial begin- 
 ner readily hit upon the ingenious devices by which 
 Mr. FEEEMAN now packs safely in a single box or 
 trunk of moderate dimensions, the incongruous re- 
 quirements of a comprehensive Chemical Lecture. 
 Should my Course, when printed, find sufficiently 
 extensive favour, I would endeavour to induce a well- 
 known dealer in educational appliances, to prepare 
 analogous illustrations at cheap rates, packed ready for 
 travelling. One of the greatest obstacles he would 
 have to overcome, would be the deficiency of the 
 stock of Diagrams hitherto published, which has 
 obliged me in a great many instances to have recourse 
 to hand-made drawings. 
 
 The following account of various working details 
 of my lecture scheme, may be useful to others in 
 organizing similar attempts.- The Programme in four 
 pages quarto, mentioned above, is kept in type 
 during the whole of the lecturing season, and copies 
 printed on tinted paper are freely supplied, generally 
 by 500 at a time, to the Institutions to which the 
 Course has been promised. They similarly receive 
 gratis for distribution, any number they may require 
 of special hand-bills giving the dates of the lectures.* 
 The Managers of the several Institutions generally 
 undertake at their own expense, the printing and 
 posting up of large Placards. 
 
 * Specimens of these as well as of all other papers relating to the 
 Lectures will be supplied on application to the Secretary of the Twicken- 
 ham Economic Museum. 
 
23 
 
 All these subsidiary matters are by no means to 
 be disregarded ; nor does it generally answer to give 
 the Lectures where - there is not some intelligent and 
 active person on whom reliance can be placed for 
 superintending the machinery of publicity. They 
 succeed best where an energetic minister or mission- 
 ary, has induced habitual gatherings of the people in 
 large numbers, by mixing innocent recreation with 
 religious and secular instruction. There my Lectures 
 are quite at home ; for it has been my constant en- 
 deavour to leaven them with a spirit of Christian 
 morality, and to show how religion and science may, 
 and always should, go hand in hand. 
 
 The most numerous audiences have been those at 
 the Lambeth Baths, where my Course was inaugurated 
 on the 16th November, 1866, and has lately been 
 delivered for the fourth time. I must explain that 
 the vast Hall of that Establishment, which serves as 
 a Swimming Bath in summer time, is rendered per- 
 fectly dry in winter, when it is fitted up so as to form 
 a most eligible place of resort for the Working Classes 
 of the neighbourhood. Through the liberality of Mr. 
 SAMUEL MOELEY, M.P., it is yearly placed at the dis- 
 posal of the Rev. Mr. MURPHY, who occasionally 
 makes use of this noble space for one of those "Work- 
 ing Men's Industrial Exhibitions which he has so suc- 
 cessfully initiated, but otherwise appropriates it to a 
 continuous weekly rotation of devices for uniting in- 
 struction and amusement. 
 
 I feel likewise that it is my duty to mention the 
 Evangelist's Tabernacle in Golden Lane, where similar 
 results are being achieved through the highly dis- 
 interested and praiseworthy exertions of Mr. W. 
 OESMAX, one of the employes of the General Post 
 Office. 
 
 Through the recommendation of Miss GRIFFITHS, 
 Secretary of the Ladies' Sanitary Association, I have 
 more recently become acquainted with another place 
 
24 
 
 of meeting, on not quite so large a scale, but where 
 similar principles of action have for many years been 
 producing analogous results under the intelligent 
 management of a special Missionary, Mr. T. BEAUMONT. 
 It is the Boatmen's Institute, Paddington, now open 
 indiscriminately to the Working Men of that neigh- 
 bourhood. There, in a Hall built for the accom- 
 modation of about 350 persons, and supplied with 
 every convenience for lecturing purposes, my Course 
 has lately been given to audiences unsurpassed in 
 steadiness of attention. 
 
 I feel pleasure in testifying my appreciation of the 
 good effected in a similar manner by the humble but 
 equally effective exertions of Mr. HAEEIS, the City 
 Missionary in Love Lane, Shadwell, one of the 
 poorest districts in London, where nevertheless my 
 free Lectures have been listened to for three seasons 
 with the most gratifying earnestness. 
 
 As a rule, I have found, as might be expected, that 
 audiences consisting of men and women of the lower 
 social strata, such as are called in by the invitation 
 of open doors in a poor locality, require to be presided 
 over by a person who, besides being a good man of 
 business, possesses the art of making them feel at 
 their ease ; whereas, a kind of reverential awe seems 
 sometimes to chill their interest, and check theliveliness 
 of their applause, when the chair is filled by anyone 
 to whom they look up as to a condescending patron. 
 This is alight in which I am sorry to say they too often 
 regard the Ministers of our Church. There have been, 
 however, notable exceptions, and moreover, it must 
 be understood that the impressions whicl; I now re- 
 port are only those which have been reported to me ; 
 for my health has not allowed me to be personally 
 present at a single delivery of a Lecture in London. 
 
 The ability to preside at a Meeting, large or small, 
 is not a privilege reserved for gentle birth and classical 
 education. Atone of the places where my Course 
 
25 
 
 was given in the first season, the chair was taken by 
 one who neither stumbled over his own words, nor 
 treated the Meeting with a flow of eloquence when it 
 was not wanted, but could always, when required, 
 speak cleverly and to the purpose, and conduct an 
 evening's proceedings with tact and courtesy. Both 
 he and the audience showed more than once that they 
 were not novices in parliamentary routine. Now the 
 place of Meeting in question, was the Hall of the 
 Old Pye Street Working Men's Club, instituted 
 through the generous and enlightened exertions of 
 Miss ADELINE COOPEK, and occupying the Ground Floor 
 of a Model Lodging House, adapted to the require- 
 ments of one of the poorest localities in Westminster. 
 The benches were compactly filled with Hawkers, 
 Costermongers, and Labourers, and their clever and 
 efficient Chairman was one who earned an honest 
 livelihood by uniting the trades of Glass and China 
 Mender and Knife and Scissors Grinder. To give an 
 idea of the discriminating eagerness with which 
 Working Men hail the advent of knowledge, pro- 
 vided it be of the practical kind they require, I will 
 mention that for some time Science had got into evil 
 odour in Old Pye Street, through causes of the usual 
 kind. I accordingly resolved to give Miss COOPER'S 
 friends only one Lecture by way of experiment, and 
 Lecture IV was selected, as being of fair average 
 interest. They were so well satisfied, that they not 
 only asked to have the whole Course, but desired 
 that the Lecture already given, should be repeated in 
 its proper place.* 
 
 But more conclusive than could be any isolated 
 instance, is the general tone of orderly earnestness 
 with which the Course has been attended throughout 
 
 * I have latterly had several times occasion to test the capabilities of 
 new places of Meeting by tentative Lectures, before deciding as to whether 
 they should have the whole Course. Lecture IV on Chemical Physics, 
 and Lectures V and VI on Inorganic and Organic Chemistry, are found 
 the most eligible for trials of one, two, or three Lectures. 
 
tlie four seasons of its London career, from Padding- 
 ton to Hollo way and Spitalfields, from "Westminster 
 to Shadwell and Stratford, and from Nine Elms and 
 Lambeth to Woolwich Arsenal. The following ex- 
 tract from a letter which I addressed after the con- 
 clusion of the first season at the Lambeth Baths, to 
 the Secretary of the Labourers' Friend Society, may 
 help to dispel the doubts which still seem to prevail 
 in some quarters, as to the capabilities of the Work- 
 ing Classes for rational enjoyment : 
 
 " Imagine a miscellaneous assembly, admitted with 
 open doors, in a neighbourhood which used to be 
 looked upon as one of the lowest in the scale of re- 
 finement, listening to a regular Course of Scientific 
 Lectures, with so earnest and orderly an attention, 
 that, except when the silence was broken by hearty 
 applause or well-timed manifestations of hilarity, you 
 might, to cite an expression used on the occasion, 
 ' have heard a mouse tap its tail against the wainscot,' 
 and you will fully agree with me, firstly, that great 
 credit is due to those who with untiring Christian 
 zeal have propagated humanizing influences where 
 they were so much wanted, and secondly, that there 
 are in our working population, sterling qualities of 
 great promise, germs of thoughtful improvement, 
 which only want judicious fostering and disinterested 
 guidance, to produce results of infinite value for their 
 physical and social welfare." 
 
 These conclusions have been most satisfactorily 
 confirmed by the writer of an article which appeared 
 in the " Daily News " of the 5th of November, 1868, 
 and of which the following is an abridgement. Under 
 the title of " Science among the Costermongers," it 
 describes a visit to ME. OESMAN'S Mission Hall, in 
 Golden Lane, where my Course was then being given 
 for the second^ and has this year been given for the 
 third time : 
 
27 
 
 " On Tuesday evening last, a person passing down 
 Golden Lane, a long, narrow, and poverty- smitten 
 thoroughfare, leading from Barbican into Old Street, 
 might have observed numerous individuals belonging, 
 as their costume unmistakeably indicated, to the 
 Costermonger class, silently making their way, amid 
 piles of empty barrows and heaps of decaying vegetable 
 refuse, towards a building, not very pretentious in its 
 external appearance, situated at the rear of the City 
 Baths. The locality is not a very inviting one. In 
 the surrounding extensive labyrinth of narrow and 
 muddy courts and lanes, reside an immense number 
 of street dealers in fruit, vegetables, and other 
 articles, whose efforts to gain a livelihood by the sale 
 of their various commodities, is constantly bringing 
 them into collision with the Metropolitan and City 
 Police. * * * * Low lodging-houses, tally-shops, 
 beer-houses, gin-palaces, and small coal- sheds con- 
 stitute the chief features of the neighbourhood, which 
 for years, had enjoyed the unenviable reputation of 
 being one of the great metropolitan moral wastes. 
 * * * * A few years since, it was nearly impossible 
 for a decently attired person to have proceeded 
 through Golden Lane after dark, without being ex- 
 posed to the danger of insult, or even violence. Now 
 it is otherwise; the numerous ameliorative, social, 
 and religious agencies, busily at work in the neigh- 
 bourhood, having tended to produce this beneficial 
 effect. Entering the building above mentioned, and 
 which rejoices in the somewhat puritanical appellation 
 of the " Evangelist's Tabernacle," a curious and 
 suggestive spectacle met the eye. In a large room 
 having a spacious platform at one end, and encircled 
 by a strong and commodious gallery, were crowded 
 together some 400 or 500 men, women, and children, 
 belonging, for the most part, to the poorest classes. 
 Many, perhaps the majority, were members of the 
 street-trading community, the rest of the audience 
 
28 
 
 consisting of labourers, artisans, workmen's wives, 
 factory girls, shop boys, street arabs, and the like. 
 And for what purpose were they thus voluntarily 
 collected together p * * * They had met for the pur- 
 pose of listening to a Scientific Lecture on Chemistry. 
 * * * * Painfully conspicuous amongst the audience 
 were often to be seen the cold, passionless features so 
 common among the frequenters of the penny-gaff, or 
 the public-house concert room; but for once, the 
 naturally dull countenances were lit up with a ray of 
 intelligence, as they endeavoured to comprehend the 
 various explanations offered by the Lecturer. * * * * 
 Certainly it was a most suggestive circumstance, to 
 find such a large body of people belonging to a class 
 for whose special edification thousands of illustrated 
 police newspapers, and serials filled with tales of 
 highwaymen, thieves, and murderers, are weekly pub- 
 lished, eagerly listening to a Lecture, in which were 
 explained the various properties of Oxygen, Hydrogen, 
 Carbon, Sulphur, and other non-metallic Elements ; 
 the phenomena of combustion; the decomposition 
 and recomposition of "Water, and the like. * * * * 
 In previous Lectures, those present had had explained 
 to them the conditions of matter, laws of gravitation, 
 mechanics, aerostatics, and hydrostatics, light, heat, 
 and other elementary portions of Scientific Knowledge; 
 but instead of becoming wearied with the formidable 
 mass of technical teaching with which they were 
 threatened, the number of hearers was found to in- 
 crease considerably with each successive Lecture. 
 The order maintained was admirable." ****** 
 
 As I sincerely wish in giving the gratifying results 
 of my own experience to stimulate and assist others 
 to undertake in a similar way the diffusion of practi- 
 cal Science among the Million, I will beg leave to 
 address a few further items of advice to the persons 
 who may be that way inclined* 
 
29 
 
 1. When you intend to call in a promiscuous multi- 
 tude from the streets, and to treat them with a 
 course of scientific instruction, you must do your 
 utmost to make the heaven-born muse of Science 
 leave for a time the clouds among which she is wont 
 to recline in rapturous self- contemplation, casting 
 now and then a look of pity and contempt on all 
 below. You must absolutely induce her to come 
 down to this nether world, to put on a clean apron, 
 and enter a working family's dwelling, to ventilate 
 it and make it wholesome and comfortable, to in- 
 spect the furniture and wardrobe, the kitchen uten- 
 sils and the contents of the larder, nay actually to 
 light the fire and cook a model meal, not forgetting 
 the care of the young ones and of the sick person in 
 the next room. Now if you confidently assure the 
 Working Classes that Science can do all this to perfec- 
 tion, and be a saving instead of an expense, you 
 may be sure that they will give her a hearty welcome. 
 
 2. I have found no difficulty in making Working 
 People clearly see, that in order to understand what 
 Science has to say about the concerns of Daily Life, 
 they must first take the trouble to make themselves 
 acquainted with a few indispensable scientific facts 
 and expressions. They readily undertake this, pro- 
 vided they be explicitly assured (and of course every 
 pledge given must be conscientiously redeemed) 
 that all unnecessary technicalities will be avoided, 
 and all difficulties smoothed down as much as pos- 
 sible; that there will be abundance of specimens, 
 models, diagrams, experiments and other devices for 
 making the senses act as helpmates to the memory, 
 and that through all these contrivances, the prepara- 
 tory and more strictly scientific part of their studies, 
 will be rendered as entertaining as the subsequent 
 economic part, in which the several departments of 
 Domestic and Sanitary Economy will be successively 
 reviewed. 
 
30 
 
 3. One of the chief difficulties to be encountered 
 in selecting the subjects of these two necessary 
 divisions of any methodical course of Practical 
 Bionomy, is the overwhelming abundance of the 
 matter as compared with the limits beyond which 
 common sense forbids us to reckon on the regular 
 weekly attendance of a large popular audience. This 
 difficulty can only be overcome by great pains and 
 discrimination bestowed on the selection of funda- 
 mental facts and typical illustrations, by studying 
 the manner in which they can be best and most closely 
 fitted together, and by endeavouring in repeated 
 revisions to condense the matter of many pages into 
 a few, without squeezing out the juice of the subject, 
 and rendering it dry and unpalatable. 
 
 4. The necessity of dividing the subject matter 
 into tolerably equal Lectures, so that each of these 
 may take from an hour to an hour and a quarter in 
 the delivery, cannot without considerable trouble be 
 kept from interfering with the natural divisions, and 
 renders more arduous the always difficult task of 
 allotting to each portion and sub-portion of a subject, 
 an amount of attention proportionate to its relative 
 importance. The best remedy is to reserve certain 
 items of elementary Science, especially of Chemistry, 
 for the second division of the Course; allotting them 
 to the several departments of Household Economy 
 to which they specially apply, and where they will 
 afford a welcome variety. 
 
 5. One can scarcely be too fastidious as to the 
 accuracy of every statement, or too patient and per- 
 severing in the confronting of different Authors on 
 points on which one has not a direct and personal 
 certainty. The discrepancies between various stand- 
 ard books on the same subject, and even sometimes 
 between one part and another of a work of high 
 authority, are only known to those who have sub- 
 jected these matters to scrupulous research. 
 
31 
 
 6. In proportion as Practical Bionomy surpasses 
 many other brandies of applied Science in the actuality 
 of its bearings, the grievous multiplicity of the errors, 
 abuses, and frauds on which it throws a detective 
 light, and the radical nature of the reforms which it 
 might seem to suggest, so also, is proportionate 
 prudence required in inveighing against existing 
 prejudices, and in running foul of existing interests. 
 The Economic Teacher of the Working Classes should 
 not so much tell them what to buy and where to get 
 it, as give them the insight which will enable them to 
 judge for themselves ; not so much hurl offensive 
 epithets, however well deserved, against those who 
 live by adulteration and fraud, as sow knowledge that 
 will make their present dealings unprofitable, and at 
 the same time, open their way to better ones. 
 
 7. Moderation, and a discreet adaptation of precepts 
 to circumstances, are nowhere more necessary than 
 in matters of Hygiene. Exaggerated remedies gen- 
 erate reaction, or replace one evil by another. Systems 
 that work admirably in the combination of circum- 
 stances which some countries afford, prove lame and 
 unprofitable elsewhere, and contrivances that have 
 been marvels of success under the management of the 
 inventors or of their intelligent friends, may come to 
 grief in the hands of ignorance and prejudice. 
 
 8. Unity of purpose throughout the Course, and 
 the occasional connecting of one department with 
 another by means of mutual references, should bind 
 the heterogeneous subjects of which the Science of 
 Common Life is composed, into a harmonious whole, 
 pervaded from its leading features down to its merest 
 details, with a methodical spirit of forethought and 
 classification. It is a great mistake to deal lightly 
 with considerations of this kind, in writing for the 
 uneducated. METHOD assists both the intelligence 
 and the memory, and the less cultivated and clear the 
 mind to be taught, the clearer should be the teaching. 
 
32 
 
 Great care should be taken to explain all hard words 
 the first time that they are used, or so to construct 
 the phrase as to make their sense self-evident, also, 
 (and this applies particularly to the Chemical De- 
 partments) to avoid mixing the names of substances 
 not yet described in the account of those in hand. 
 There should be, as much as possible, a gradual and 
 logical progression from the simple to the complex, 
 from the easy to the difficult ; a development of 
 information, step by step, in that connected sequence 
 which makes little children remember so well the 
 Nursery Tale of the "House that Jack built." 
 
 9. Rigidity of principle in the selection and arrange- 
 ment of the subject matter, does not by any means 
 imply rigidity of style. The character of the language 
 which suits a Scientific Discourse, varies immensely, 
 according to the subject and the purpose. It should 
 be solemn where the object is to raise the mind to a 
 true conception of the power and beneficence of an 
 all- wise Creator; it should be sedate and didactic 
 when useful physiological facts and advice can thus 
 be more appropriately imparted ; but the general 
 tone to adopt in teaching "Working Men the practical 
 difference between Knowledge and Ignorance, is de- 
 cidedly a cheerful and colloquial one, and in many 
 cases ridicule will be found the best weapon to use 
 against an absurd contempt of the Laws of Nature, 
 and a silly subserviency to those of Fashion. But 
 what as much as anything will secure for wholesome 
 truths a ready and sincere acceptance, is their being 
 offered in a spirit so plainly fraught with sincere 
 Christian benevolence, as to be above all suspicion of 
 an interested motive. 
 
 10. My experience of four seasons is decidedly in 
 favour of FREE ADMISSIONS. On two or three occa- 
 sions I have, in order to conform to the practice 
 adopted at certain Institutions, or by way of experi- 
 ment, consented to a charge being made for reserved 
 
33 
 
 seats, or to the levying of a penny on non-members ; 
 but the result has been invariably unsatisfactory. 
 The amounts obtained by this means have been 
 insignificant, the attendance has been diminished, 
 and as for orderly behaviour, that of the Free 
 Audiences could nqt be surpassed. 
 
SECTION III. 
 
 EXAMINATIONS 
 
 IN CONNECTION WITH 
 
 THE POPULAR LECTURES, 
 
 In the Autumn of 1868, when preparations were 
 being made for the third session of delivery of my 
 Course, the Rev. Mr. MUEPHY suggested the ex- 
 pediency of testing by means of Examinations, the 
 actual amount of knowledge imbibed and retained by 
 those men of Lambeth who seemed so earnest in 
 their desire for Science. I the more readily adopted 
 this suggestion, as it afforded me an opportunity of 
 putting to a practical test, certain innovations in the 
 way of Elementary Examinations, which I had long 
 been anxious to see applied to the furtherance of 
 scientific instruction among the People. The manner 
 in which the experiment was conducted is described 
 as follows, in a Letter which I addressed to Mr. 
 MUEPHY at its conclusion, and which was read by 
 him at a crowded meeting held at the Baths on the 
 20th February, 1869, when LOED SHAFTESBUEY dis- 
 tributed the Prizes to the successful candidates : 
 
 * * * * " Looking carefully through the eight 
 Lectures into which I had endeavoured to compress 
 the scientific facts most wanted in Daily Life, * I di- 
 vided the subject matter of each Lecture into a con- 
 
 * A second Lecture on Chemistry has since raised the number to nine. 
 
35 
 
 venient number of parts, * and prepared for eacli 
 part a question so framed, that anyone answering it 
 might fairly and freely show to what extent his 
 intelligence and his memory served him; and of 
 course being competent to answer all the questions 
 would be tantamount to having in one's mind the 
 gist of all the Course. You were kind enough to read 
 publicly the whole of these questions at the opening 
 of the Lecture Season, and as a copy of them was 
 deposited at the Baths, together with a copy of each 
 Lecture, and moreover, as each question had attached 
 to it the maximum number of marks which an answer 
 to it might gain, the whole scheme of studies and re- 
 wards was spread open from the beginning. Each 
 student knew what he was recommended to learn, 
 and was offered the convenience of learning it with- 
 out the annoyance of conflicting books. Each can- 
 didate knew what questions he was liable to be asked, 
 and what each satisfactory answer might be relatively 
 worth in marks." 
 
 "When the Examination time came, I selected 
 with the assistance of Mr. HUDSON, who is thoroughly 
 conversant with matters of this kind, two of the 
 questions on each Lecture, one easy, the other 
 more difficult; making sixteen questions for the 
 whole Course. Each candidate who having satis- 
 factorily passed a preliminary Test on the 22nd 
 of January, was admitted to the definitive one on the 
 5th of the present month, found on taking his as- 
 signed place at the Examination Table, a copy of 
 those sixteen questions before him. The Candidates 
 were informed that they were not expected to take up 
 more than one question on each Lecture ; but such 
 was the zeal with which they set to work, that in the 
 three hours allowed, several of them went through 
 nearly the whole range; aud this in such a manner 
 as perfectly to justify the sanguine expectations raised 
 
 * There were mostly ten to twelve parts in each Lecture. 
 
 c 2 
 
36 
 
 in my mind, by the remarkable earnestness with 
 which the Lambeth Baths' audiences, young and old, 
 had throughout listened to my Course. As for the de- 
 meanour of the Candidates at this three hours' trial 
 of their manners as well as of their minds, I can 
 only say that it equalled that at the preliminary Test, 
 which, is the highest praise that can be bestowed. 
 The number of Candidates has been small, and for 
 this reason I have abstained from inviting the co- 
 operation of the Society of Arts ; but quality has 
 made amends. All seven have deserved Certificates 
 of having satisfactorily passed the Examination ; 
 and besides the three to whom the highest number 
 of marks have been awarded by the Examiners, (Mr. 
 SELWAY and Mr. HUDSON) and who will accordingly 
 receive this evening the three Prizes,* I have thought 
 it right to add supplementary tokens of success to 
 the three who stand next and not far from them in 
 marks. Altogether, the appreciation of scientific know- 
 ledge, the power of imbibing and retaining it, and 
 the power of expressing it in writing, evinced by the 
 Working Men of South London, are facts most en- 
 couraging to the advocates of Industrial Instruction ; 
 whilst they reflect the highest credit on the 
 enlightened Pastor under whose guidance this in- 
 tellectual elevation has been attained." 
 
 The above successful working of my experiment 
 has induced me not only to repeat it this season at 
 the Baths, where my Course has been delivered for 
 the fourth time, but also to try it at the Boatmen's 
 Institute, Paddington, and at the Tabernacle in 
 Golden Lane, where in pursuance of a special request, 
 additional Prizes have been offered for Female Can- 
 didates, 
 
 I have accordingly had printed for distribution, a 
 detailed Examination Programme, maintaining and 
 developing the innovations which have been adverted 
 
 .3, 2, and 1, 
 
37 
 
 to, but not sufficiently accounted for in my Letter to 
 Mr. MURPHY, and concerning which a few further ex- 
 planations may be desirable. 
 
 Examinations may serve two purposes. The 
 more obvious one is to stimulate, test, and reward 
 individual abilities and industry. The less obvious, 
 and yet in certain cases the more important one, is to 
 afford certain classes of the community a necessary 
 guidance in the selection of those branches of study 
 which may be most practically useful to them. For 
 those who are well educated and well to do, and can 
 afford to regard study as the mere solace of leisure 
 hours, or as a wholesome drilling of the mind for an 
 indefinite purpose, it may be convenient to have a set 
 of competent Examiners ready to question them on 
 any branch of knowledge to which they may take a 
 fancy, without considering whether or not it may be 
 likely ever to render them any direct and practical 
 service. Whether this laxity of purpose should be 
 encouraged even among that class of Candidates, is a 
 question on which I have more than once plainly ex- 
 pressed my conviction to my colleagues in the council, 
 and especially to our late lamented friend Mr. HARRY 
 CHESTER. But be this as it may, it is certain that as 
 regards a great part of our adult Industrial Population, 
 such a system is quite inadmissible ; for knowledge 
 to them is a matter of necessity, not of choice or 
 fancy. It is a matter of necessity, inasmuch as 
 without knowledge their earnings are likely to be 
 scanty, and their home comforts are almost sure to 
 fail. It is not a matter in which they may exercise 
 a free choice or obey the impulse of fancy, for tliey 
 cannot make the wheel turn with Logic, or the pot 
 boil with Latin. 
 
 Almost as much mischief is done by the perversion 
 of sweeping axioms, as by the abuse of Scripture 
 Texts. You may hear people say " Everyone know?; 
 best where the shoe pinches him," and as a natural 
 
. 38 
 
 corollary, they maintain that the working man knows 
 better than anyone else where his deficiencies are, 
 and that if you place instruction in each of the 
 leading Sciences within his reach, he will naturally 
 select what he wants. He may make a mistake or 
 two at first, but he will soon right himself, for " things 
 always find their own level; " moreover, any branch 
 of Science he may have learned by mistake will be 
 "sure to come to use some day;" and besides, 
 Science of any kind affords such a capital " drilling 
 of the mind." Such are the principles which have 
 often prevailed, and perhaps sometimes succeeded, 
 but which are none the less at variance with my con- 
 viction. Ignorance should not be its own guide to 
 knowledge, and those who most require to learn, can 
 least afford to waste their time and opportunities in 
 learning what is not to the purpose. 
 
 Working men do not, generally speaking, require 
 a deep and complete possession of any one Science, 
 but a selection from the essential elements of several 
 Sciences, which should be thoughtfully made by an 
 experienced friend and carefully fitted to their wants. 
 On examining these wants, we find firstly, that what- 
 ever the occupation may be from which the working 
 man derives his earnings, he requires Science in the 
 form of BIONOMIC KNOWLEDGE to direct the use of 
 them; and secondly, that the great majority of 
 occupations involve a further amount of Science in 
 the form of TECHNICAL KNOWLEDGE. The latter will 
 be the subject of Section 5 of this Memorandum. 
 To give a practical illustration of the former, showing 
 on what principles its elements should be selected, 
 and how they should be put together, is the purpose 
 of my Popular Course. To test and to strengthen 
 the scientific foundation thus far provided, is the 
 object of the special Examinations of which I am 
 now explaining the peculiar nature. They are so de- 
 vised as, firstly, to render more clear and positive the 
 
39 
 
 intellectual guidance afforded to Working Men, in- 
 ducing an uniform distribution of their attention 
 over the entire range of subjects spread out before 
 them ; and secondly, to bind together the different 
 parts of the knowledge acquired, into a compact 
 whole. 
 
 These and other points will best be elucidated by 
 giving textually the explanatory portion of my Ex- 
 amination Programme. After a summary account of 
 the Popular Lectures, it contains the following 
 Articles : 
 
 1. " Those essential Elements of Scientific 
 Knowledge which it is most desirable that 
 every adult of the Working Classes should 
 possess, have been methodically arranged and 
 explained in an easy and familiar manner in 
 the foregoing Lectures." 
 
 2. " For the purpose of the Examinations, each 
 Lecture has been divided into a convenient 
 number of parts, large or small according to 
 the nature of the subjects; and a question 
 has been prepared for each part, embracing 
 as far as possible the whole substance or 
 gist thereof, and so framed that a person 
 answering it might be prompted to show 
 to what extent he had understood and re- 
 tained the matter referred to." 
 
 3. " The whole of the questions, which amount 
 to about one hundred for the nine Lectures,, 
 are annexed to the present Programme. It is 
 from them that will be selected at each Ex- 
 amination the questions to be put to the 
 Candidates." 
 
 I beg leave to remark that it is in this feature of 
 publishing from the beginning the questions which 
 Candidates may have to face, that lies my greatest 
 
40 
 
 deviation from the ordinary practice. It is true that 
 considerable divergency has prevailed in the prin- 
 ciples on which ordinary Examination Syllabuses 
 have been prepared. In many instances the pre- 
 dominant thought in the minds of their authors, 
 appears to have been an anxiety to baffle any 
 attempt on the part of the Candidates to guess the 
 probable nature of the questions that might be 
 asked. The result of this anxiety has been to pro- 
 duce a hazy Syllabus, followed by questions of 
 which the chief merit seemed to lie in their having 
 never been thought of before, and in being such as 
 no one could possibly expect. In other quarters we 
 have seen Syllabuses evidently designed to convey to 
 the Student a much clearer idea of the range of 
 Science he was expected to master. But nowhere 
 to my knowledge has any approach been made to the 
 plan, which I have ventured to adopt, of putting in 
 the student's hands from the beginning, a complete 
 list of the exact questions he may have to answer, 
 and yet it will be found as we pursue our review of 
 the Programme, that this plan can be rendered as 
 safe and equitable, as it is likely to be satisfactory to 
 those concerned. 
 
 4. " The questions, besides being consecutively 
 numbered for each Lecture, have attached to 
 them other numbers ranging from 3 to 25, 
 which indicate their more or less compre- 
 hensive and difficult nature, and sho^V the 
 maximum number of marks which a candidate 
 could obtain at the Examination by answering 
 them in a thoroughly efficient manner." 
 
 Though the numbers stand as a rule in direct pro- 
 portion to the difficulty of the questions, yet in some 
 instances a little favour is shown to subjects of great 
 practical importance, in order to encourage their 
 
 studv. 
 
41 
 
 5. " It is obvious that a Candidate in order to be 
 competent to answer thoroughly any of tho 
 questions which the Examiner might happen 
 to select, would have to be master of the 
 whole of the Elements of Practical Science 
 as embodied in the above Course; but far 
 less than this degree of efficiency will suffice 
 for securing to the Candidates a satisfactory 
 Certificate. The minimum of marks required 
 for this purpose, will be determined by the 
 Examiner." 
 
 6. " The series of questions, with maximuni 
 numbers attached, will remain the same from 
 year to year, subject to any improvements 
 which it may be found expedient to introduce, 
 and to any alterations or further development 
 of the Course. It will be freely circulated 
 previously to and during the beginning of the 
 delivery of the Course in each locality, to- 
 gether with the Syllabus of the Lectures, so 
 that the Working Men ot the District may 
 know at once what they are wanted to learn, 
 what questions they would be liable to be 
 asked if they should become Candidates, and 
 what might be the relative value of each 
 satisfactory answer." 
 
 7. " When the present c Popular Course ' is 
 printed, each Candidate may obtain a copy on 
 reduced terms. In the meantime such fa* 
 cilities will be afforded as convenience may 
 allow, for the inspection of a manuscript 
 copy." 
 
 8. " Persons desirous to become Candidates in 
 the several localities where the Lectures and 
 Examinations may be organized, will be ex- 
 pected to conform to the following regulations, 
 which will be entrusted to a Committee of 
 supervision. 9 * 
 
42 
 
 a. " Candidates must be at least 18 years old, 
 and strictly of the "Working Class. In lo- 
 calities where it may be found desirable to 
 admit Female Candidates, the minimum age 
 required for these will be 16." 
 
 b. " They must furnish for the consideration of 
 the Committee of Supervision, the following 
 particulars : 
 
 " Full Name, Address and Age." 
 
 " Employment, and where employed." 
 
 c. " Each Candidate approved by the Committee 
 will receive a Card, on which he (or she) will 
 at once inscribe his (or her) own name." 
 
 d> " As a rule, no Cards will be issued after the 
 fourth Lecture, and no Candidate will be ex- 
 amined who has not attended at least six of 
 the Lectures, and each time signed the at- 
 tendance book." 
 
 9. " The Examination will be held by MR. HUD- 
 SON, the Examiner, in the room and on the 
 evening appointed in concert with the Com- 
 mittee of Supervision, such evening to be if 
 possible within one month after the conclusion 
 of the Course." 
 
 10. "At a Friendly Meeting of the Candidates, 
 held sometime before the Examination, each 
 of them will be asked to answer in writing a 
 few very simple questions concerning the 
 Lectures, and those only who do this satis- 
 factorily will be admitted to the Examination." 
 
 11. " Previously to the Examination, two quest- 
 ions on each Lecture, one very easy, and the 
 other more comprehensive and difficult, will 
 be selected and marked on the Programme by 
 Mr. TWINING in concert with Mr. HUDSON, with 
 a view to giving each Candidate an oppor- 
 tunity of adapting his attempts to his abilities." 
 
43 
 
 12. "On the evening appointed for the Exam- 
 ination, the Candidates will find before them 
 on taking the places assigned to them at the 
 table, besides the necessary writing materials, 
 copies of the Programme on which the 
 eighteen questions are duly marked. They will 
 be informed that three hours are allowed them 
 for preparing in presence of the Examiner, 
 and without any assistance beyond their 
 memory, plainly written answers to as many 
 of these questions as they may choose; but 
 that they are not expected to take up more 
 than one question for each Lecture, and that 
 even six good answers may earn a Prize. 
 Minor formalities will be duly explained by 
 the Examiner." * 
 
 13. "The Examination Papers, signed by the 
 respective Candidates, and left by them on 
 the table, will be brought to Twickenham for 
 being carefully examined, and each more or 
 less satisfactory answer will be rated at a 
 proportionate number of marks." 
 
 14. "Each Candidate whose total number of 
 marks reaches the amount fixed beforehand 
 as necessary by the Examiner, will receive a 
 Certificate." 
 
 15. " To the Candidate or Candidates who shall 
 stand highest, a Prize or Prizes of froml to 3 
 in Money, Books, or otherwise, will be awarded, 
 subject to the following conditions" : 
 
 a, " No Prize will be given unless three Candi- 
 dates compete* when one Prize of 1 will be 
 awarded." 
 
 b. " If the number of Candidates be from six 
 
 * Papers from various Examinations will be shown to any Members 
 of our Council who may be desirous of inspecting them. 
 
44 
 
 to eleven, botli inclusive, two Prizes will be 
 awarded of 2 and 1 respectively." 
 
 c. " If the number of Candidates exceed eleven, 
 tlien three Prizes will be bestowed, of 3, 2, 
 and 1 respectively." 
 
 16. " The results will be made known to the 
 Candidates if possible within a fortnight after 
 the Examination, and a convenient evening 
 will be appointed in concert with the Com- 
 mittee of Supervision, for the distribution of 
 the Prizes and Certificates." 
 
 The foregoing regulations are followed by the 
 series of questions to which they refer, and which are 
 not under nine nor over fourteen for each Lecture, 
 making in all 103, and filling five pages quarto with 
 double columns.* 
 
 SUMMARY OF PURPOSES. The leading purposes of 
 the foregoing plan may be summarized as follows: 
 
 a. To sketch out clearly a Curriculum of Studies 
 suited to the requirements of a given class of 
 Students. 
 
 b. To invite competition, rendering it more 
 satisfactory and attractive, by giving from the be- 
 ginning free publicity to the whole of the questions 
 liable to be asked at the Examinations; whereby 
 Candidates are inspired with confidence, and secured 
 against thoughtless, eccentric, or unfair questions. 
 
 c. To secure an even distribution of the questions 
 to be selected, over the whole range of the Cur- 
 riculum. 
 
 d. To give by the manner in which the questions 
 are worded, and also by the rule of selecting for each 
 Lecture one easy and one more difficult question, a 
 
 * Copies of tlie Programme, as well as specimens of Candidates' 
 Cards, &c., will be freely supplied on application to the Secretary of the 
 Economic Museum. 
 
45 
 
 fair opportunity for Candidates to display what they 
 may know, whether it be little or much. 
 
 e. To give permanency to the Syllabus or List of 
 Questions, whereby increased care is probably secured 
 in its first preparation, whilst an opportunity is af- 
 forded for improving it at each annual revision, and 
 for keeping it up to the level of the times. 
 
 /. To lighten the task of the conscientious Ex- 
 aminer, for whom it is a considerable saving of 
 trouble, to have a well digested series of questions 
 spread out before him for his selection. 
 
 I cannot perhaps better conclude this chapter than 
 by mentioning that in a letter lately received from M. 
 CHARLES BULS, General Secretary of the Belgian Ed- 
 ucational League, I have been informed in flattering 
 terms that he intends trying Examinations on my 
 principles as soon as he can find time to prepare a 
 set of questions. 
 
SECTION IV. 
 
 PRACTICAL BIONOMY 
 
 on 
 THE SCIENCE OF COMMON LIFE, AS A PAET 
 
 OF PRIMARY EDUCATION. 
 
 I have hitherto chiefly considered my Popular Course 
 in reference to the Adult Working Population of the 
 Metropolis, for whose benefit it was more specially 
 prepared ; but I trust that in so doing, I have sufficiently 
 established the desirableness of Instruction of this kind 
 for the Industrial Community at large. 
 
 I have not filled page after page, as I might 
 easily have done, with an enumeration of the economic 
 blunders committed and evils incurred by Working Men 
 and their Families in the ordinary routine of Daily 
 Life, and this simply through the want of a good in- 
 sight into the requirements of the human frame, into 
 the nature of the resources and dangers which sur- 
 round it, and into the manner of dealing with each 
 respectively. The value of such a guiding insight for all 
 classes, and especially for those who depend on their 
 health and strength for their earnings, and on their own 
 knowledge and intelligence for a good use of them, is 
 too obvious to require lengthy arguments. Equally 
 obvious is it that fallacious guidance would be worse 
 than no guidance at all. Thoroughly sound as well as 
 thoroughly practical must that knowledge be ; which is 
 
47 
 
 to act as helmsman at all times and in all weathers, and 
 nothing could make it such but a genuine and method- 
 ical Scientific training. 
 
 It is not any single Science, though ever so com- 
 pletely mastered, that could serve the purpose ; not even 
 Chemistry itself, the Queen of Sciences. If we investi- 
 gate the circumstances of a Working Man's condition, 
 his inward temperament, and the little world of facts, 
 influences and contingencies with which he is more 
 immediately surrounded, we find here Chemistry re- 
 quired to help him in his daily struggle, there Physics 
 equally indispensable ; then, more frequently still, an 
 amalgamation of the two is necessary, whilst every- 
 where Physiology must be at his elbow, and occasionally 
 Natural History has a word to say. 
 
 At first one is startled at the mass of information ap- 
 parently required ; but on close examination one finds 
 that only the fundamental facts and simplest principles 
 of these various Sciences are absolutely necessary, or at 
 all events that with these a large majority of the ob- 
 stacles which beset the Working Man may be overcome, 
 provided he possesses naturally, or has acquired through 
 training, the faculty, and what is more the habit and the 
 inclination, of thinking logically and quickly, of putting 
 two and two together, and his shoulder to the 
 wheel. One finds that the Physics he requires do not 
 necessarily involve any difficult mathematical problems, 
 that his modicum of Chemistry leaves untouched 
 considerably more than one half of the elementary 
 bodies, and a vastly greater proportion of the com- 
 pound ones, that the long list of inorganic serials and 
 substitutionals, may be ignored, that for him a starch 
 is not " an oxygen ether, or anhydride of a polyglucosic 
 alcohol of a high order,"* and that he can even learn 
 what he most wants, without symbols, equivalents or 
 algebraical notations. 
 
 * See Fownes' Chemistry, 10th Edition, page 684. 
 
48 
 
 It is on investigations and conclusions like these, that 
 is based the range of scientific knowledge, elementary 
 and applied, which I have described under the name 
 of Practical Bionomy, or the Science of Common 
 Life ; the applied knowledge embracing in natural 
 order the various departments of Household and Health 
 Economy, and the elementary knowledge embracing 
 the indispensable quantum of preliminary or prepara- 
 tory Science, indicated by the present nine Lectures of 
 rny Popular Course. I do not particularly wish to up- 
 hold the exact circumscription of Subjects which I have 
 adopted, but I trust it will be found near enough the 
 mark to afford a substantial base of discussion, and a 
 convenient starting point for kindred endeavours. Let 
 us then assume that something like this kind and 
 amount of Science is what our Working Classes want 
 
 o 
 
 to make ends meet, and to help them fight the battle 
 of life. It is evident that the earlier they get it, and 
 the more indelibly it is impressed on their minds, the 
 better. Here then arises the question, is there not a 
 way of propagating it, infinitely more comprehensive 
 in its action, and more secure in its results, than the 
 offer of Lectures to an adult population of whom com- 
 paratively few .can avail themselves of the opportunity, 
 whilst of these again, a small proportion only can be 
 expected to derive much permanent benefit ? Might 
 not each rising generation receive in due time the 
 essential principles of scientific guidance as a part of its 
 School Education ? * 
 
 The first doubt that presents itself to our minds, is 
 whether it be possible to infuse Science into those of 
 children ; but this doubt falls to the ground when we 
 
 * In order to simplify the question before us, I avoid discussing any 
 amount of Science which the children of the People should be taught 
 beyond that now proposed on simply utilitarian grounds. It is evident that 
 even the son of the labourer should possess those primordial notions concern- 
 ing the Earth, Sun, Moon and Stars, without which he would dishonour the 
 human intellect with which he is endowed ; but these matters may be con- 
 sidered as belonging to the same class of studies as the rudiments of Geography, 
 History, &c. 
 
49 
 
 see that scientific knowledge of a thoroughly earnest 
 and methodical nature has, through the mere circum- 
 stance of its being well illustrated and couched in 
 familiar and cheerful language, been rendered intelli- 
 gible and palatable to audiences largely recruited from 
 the most illiterate ranks of society ; from those ranks 
 where so many adult minds are at the present time, as 
 far as culture is concerned, actually in a state of infancy. 
 The fact is that my Popular Course, as I candidly an- 
 nounce in Lecture I, begins with the very A. B.C. of 
 scientific language, and the account given of the 
 Physical properties of Bodies, is in many instances as 
 rudimentary as that taught in Schools under the name 
 of "KNOWLEDGE OP COMMON THINGS." As the Course 
 progresses, I take advantage of the information which 
 the audience may be assumed to have acquired, and of 
 their increased aptitude for imbibing knowledge, and 
 gradually raise the tone of the instruction. In doing 
 so, I cannot help feeling continually that the narrow 
 limits necessarily prescribed to a Course of this descrip- 
 tion, compel me to hurry upward and onward faster 
 than many of my industrial friends, unaided as yet by 
 a Text Book, can possibly follow me. Nor have I any 
 means of varying the scale of difficulties according to 
 the scale of abilities, and I often envy the School-master 
 who could at least sort the little minds he would have 
 to deal with, and let his instruction grow pari passu 
 with their growth. 
 
 Before proceeding further in this direction, it may be 
 well to attach a clear meaning to particular terms. A 
 fruitful source of misunderstanding and of interminable 
 discussions, is the want of some preliminary agreement 
 as to the meaning of certain words. Two Educational- 
 ists who are actually of the same mind, may be seen 
 at logger-heads, because the one means by Eeligion what 
 our Rev. Friend Mr. ROGERS has called GENERAL 
 EELIGION, whilst the other thinks that DOGMATICAL or 
 SPECIAL EELIGION is meant. And so likewise one who 
 
50 
 
 after the fashion prevalent in some parts of the conti- 
 nent, would have every boy stay at school till 14, 
 reckons all as PRIMARY instruction that is taught up to 
 that age, and quarrels with his friend who would teach 
 exactly the same things at the same ages, but makes in. 
 his mind two stages of the educational journey, and 
 reckons as PRIMARY what comes under 11 or 12, and as 
 SECONDARY what follows up to 14. Now I do not wish 
 to pin my scheme of early and progressive science- 
 teaching in the Schools of the People to either of these 
 modes of reckoning ; nor indeed to any of the plans for 
 limiting or extending the school years, for employing 
 them on the whole or the half-time system, or for 
 rendering the instruction either denominational or un- 
 sectarian. I equally set aside for the present the 
 question of the difference to be made between Boys and 
 Girls, and will simply assume by way of hypothesis, 
 and to facilitate explanations, that all boys of the Indust- 
 rial Classes will go to school from 6 or 7 to 12 years of 
 age, which period I will call PRIMARY ; and that those 
 intended to become Artisans or Working Tradesmen, or 
 whose parents can well afford it, will go to school for 
 a further period from 12 to 14 ; which period I will name 
 SECONDARY. Adapting my proposals to this plan, (and 
 they might equally well be adapted to many others,) I 
 venture the following propositions : 
 
 1. Many of the visible and tangible features or 
 properties of COMMON OBJECTS, which children at an 
 early age are found capable of noticing and retaining, 
 might advantageously be amalgamated with illustrations 
 of simple scientific facts, and worked into a kind of visual 
 entertainment or show, in small progressive parts, which 
 would be all the better remembered for being mixed up 
 with anecdote and fun. 
 
 2. These properties and facts might still better be 
 impressed, whenever opportunities presented themselves 
 or could be created, by their being brought in to meet 
 a want, solve a difficulty, or confer an advantage. 
 
51 
 
 3. After a time the properties and facts, which were 
 before matters of amusement or opportunity, might be 
 renewed in connected sequence, and separated into 
 groups belonging to distinct Sciences, of which the names 
 would now be introduced. 
 
 4. Going a third time over the ground, the teacher 
 would add to the elementary knowledge thus con- 
 solidated, the applied knowledge to which it was 
 designed to serve as a foundation. Thus he would 
 make his instruction approximate by degrees in range 
 and character, to what I have described as PRACTICAL 
 BIONOMY, and before the expiration of the primary 
 period, he might succeed in storing the minds of his 
 pupils, if not with a very notable, yet with a very 
 serviceable amount of Bionomic Knowledge, This 
 it would be his duty to select with discrimination and 
 forethought ; carefully considering what, in view of the 
 probable condition and occupations of the boys, would 
 be most likely to render them essential service, what 
 might be made lively and interesting, and have a chance 
 of being understood and retained, and if possible further 
 developed, and what would be consistent with the rules 
 and resources of the School. What he should however 
 prize and foster more than any amount of facts and 
 precepts stored up in the memory, would be a ready 
 ability to bring them to bear on the right purpose at 
 the right time. It is through common sense and pre- 
 sence of mind, that mere Scientific Knowledge becomes 
 the Science of Common Life or Practical Bionomy ; 
 ever thoughtful, vigilant and active, ever ready to 
 secure a legitimate benefit or to avert an injury ; hav- 
 ing a word of advice for every difficulty, and a word of 
 comfort for every mishap ; a trusty guide at all times, 
 and a true friend in the hour of need. 
 
 5. Assuming that boys intended to become Artisans 
 or Working Tradesmen would, as said above, have the 
 benefit of a secondary schooling from 12 to 14, we 
 might hope that this very capable period would allow 
 
 D 2 
 
52 
 
 of sucli a further development of the scientific know- 
 ledge previously acquired, as to make it serve, not 
 merely for Bionomic, but also for Technical purposes. 
 
 6. In reference to the educational materials required 
 for such a course of instruction, I may remark that as 
 regards articles of Domestic Economy, those chiefly 
 studied should be " common things/' As regards the 
 required Books, Diagrams and Apparatus, they will 
 form the subject of future portions of this Memoran- 
 dum. I may however mention here, that a considerable 
 portion of the illustrations used in the physical part of 
 my Popular Course, are such as almost every person 
 able to handle a Joiner's tools could prepare with 
 inexpensive materials, and that in many other instances I 
 use children's toys; a fact suggestive of the ease with 
 which one might in a thousand cases, make Science 
 find its way to little heads through cheerful hearts. 
 
 7. Summing up the data in hand, viz : a, the evidence 
 supplied by the audiences at my Lectures, in most 
 cases utterly destitute of all previous scientific train- 
 ing, and in many cases prejudiced against Science by 
 previous samples of the wrong sort, and yet withal so 
 studious and appreciative that they evidently only 
 want to be able to attend regularly a series of colloquial 
 classes of the same character, to become possessors of a 
 considerable fund of practical knowledge ; b, the evi- 
 dence supplied by many existing Schools, and especially 
 those conducted on the Pestalozzian system, as to the 
 capability of children of learning things demonstrated 
 visibly and tangibly, vastly better than those which are 
 matters of thought or memory, and especially things of 
 which they see the purpose or enjoy the zest, far better 
 than those which they only know to be deserving of 
 attention because they are told so ; considering these and 
 many other data of a similar character, the enumeration 
 of which would be tedious, I come to the conclusion 
 that as far as the children themselves are concerned, 
 the Primary Education of the People might perfectly 
 
53 
 
 be made to include the most essentialportions of Practical 
 Bionomy. 
 
 But here two questions stop the way. The first is 
 whether time could be found for introducing so import- 
 ant an addition to the old primary routine. I will 
 candidly confess that if I had thought that the old 
 routine was intended to be persevered in, I should 
 scarcely have written these pages; but I have written 
 them because, on the contrary, I see men's minds ex- 
 panding with a conviction that children's minds are 
 also capable of expansion ; because I see common sense 
 taking the place of prejudice, and that kind of know- 
 ledge coming into favour which may best help the 
 Working Man to help himself, and because at the same 
 time I see that, thanks to the labours of our enlightened 
 educationalists, the art of teaching the masses is tending 
 towards a change, almost as great as that which 
 manufacturing Art formerly underwent through the 
 introduction of machinery. 
 
 Much more ominous is to my mind the second 
 question ; viz, whether Teachers can be found to carry 
 out a scheme evidently involving a more comprehen- 
 sive knowledge of Science than it is at present the 
 good fortune of many to possess, and also requiring 
 a rather unusually thoughtful ponderation as to what 
 practical knowledge the rising generation of Workmen 
 in general, and of the Workmen of a given locality in 
 particular, are likely to stand in need of; to say nothing 
 of the troublesome responsibility of adapting instruction 
 to circumstances, instead of carrying it on according to 
 the " rule-of-thumb." 
 
 I cannot deny that my scheme, (in which I will now 
 include the education of Girls, previously omitted for 
 the convenience of argument,) calls for a specially 
 trained host of Teachers, Male and Female, not con- 
 spicuous for their proficiency in one Science and their 
 ignorance of the rest, but possessing a well selected and 
 well arranged assortment of scientific knowledge, 
 
54 
 
 elementary and applied, embracing the whole of the 
 normal requirements of Common Life. Now of late 
 years Science in general has, for reasons too well known 
 to require mention, been at a discount among primary 
 Teachers ; and as for this composite kind of Science 
 in particular, it has been quite out of the question. 
 Students at the Training Schools might gain something 
 by learning Chemistry, Physics, or other branches of 
 Science, but each branch would be taken upon its own 
 merits, without any acknowledged connection with the 
 others, or with the practical requirements of Daily Life, 
 On the other hand there have been Examinations in 
 Domestic Economy, but they did not rest on a special 
 scientific foundation, and the consequence was what 
 might have been expected : a knowledge of facts un- 
 supported by a knowledge of principles, which the least 
 shaking would upset, and rules without rationale, which 
 would only fit where everything was cut according to a 
 given pattern. 
 
 In order to remedy these deficiencies, two things 
 would be required : Firstly, to supply present or future 
 Teachers with opportunities and incentives for learning 
 what it is desired that they should impart ; Secondly, 
 to ascertain by suitable examinations, whether through 
 these or any other means they have arrived at the 
 kind and degree of competency required. I have thought 
 I should do most good by taking the latter desideratum 
 first ; trusting that if I could induce by the offer of 
 Prizes the coming forward of a certain number of 
 Candidates possessing the qualifications desired, the 
 feasibility and usefulness of my plan might be de- 
 monstrated, interest and emulation might be raised, 
 and an acknowledged demand for special training would 
 soon be met by a regular supply. Accordingly I pre- 
 pared in 1867, for the consideration of the Science and 
 Art Department, a scheme of Examinations, of which 
 the nature may be seen by the following letter and 
 enclosure, addressed to our worthy friend Mr* COLE on 
 19th June of that year, 
 
55 
 
 MY DEAR SIR, 
 
 " Allow me to submit for the consideration of 
 their Lordships the accompanying Memorandum, giving 
 the details of a proposal which 1 beg leave to make for 
 placing at their disposal a sum of 70, to be distributed 
 in Prizes to Schoolmasters, Schoolmistresses, and Teach- 
 ers, at Competitive Examinations, which would be held 
 in the Spring of 1868, for a comprehensive and scientific 
 knowledge of the subjects which have the most direct 
 bearing on the health and comfort of the Working- 
 Classes. Of these subjects my Memorandum includes 
 a detailed Syllabus." 
 
 Believe me, &c,, &c., 
 H. COLE, ESQ., C.B. T. TWINING, 
 
 The Memorandum adverted to contains the following 
 explanations and remarks : 
 
 "The 70 could be distributed in the following 
 Prizes : 
 
 Males 20, 10, 5. Females 20, 1 0, 5" 
 
 ' The Candidates should be persons engaged as 
 Masters, Mistresses, or Teachers at National, Parochial 
 or other similar Schools for the Children of the Work- 
 ing Classes, or whose intention of devoting themselves 
 to this line of scholastic duties is evidenced by their 
 being or having been pupils at Normal Schools. " They 
 should not be above 25 years of age, nor in the receipt 
 of a higher salary than 100 per annum in net cash." 
 
 ' The Examiner or Examiners would be appointed by 
 Mr* TWINING, subject to the approval of the Department 
 of Science and Art." 
 
 " The title of PRACTICAL BIONOMY is proposed as 
 blending, under a brief denomination, the scientific 
 principles and practical rules which should guide us in 
 Daily Life 3 and which are generally included under the 
 various names of Hygiene and Domestic Economy, oi' 
 
Domestic and Sanitary Economy or of Household 
 Economy and the Laws of Health. Should the title of 
 ' Practical Bionomy' be objected to, I could substitute 
 ' Science of Common Life/ ; 
 
 " From the fact that the attainments to be tested are 
 to embrace the practical applications of several Sciences, 
 two considerations result : 
 
 1. "It is necessary that they be based on a sound 
 knowledge of the essential elements of those Sciences, 
 and on a sufficient acquaintance with their phraseology." 
 
 2. "It is necessary, as it would be in the case of 
 agriculture, or of any compound Science made up of 
 selections from other Sciences, to establish at the outset 
 a circumscription which may appear to be as little as 
 possible arbitrary, and as much as possible founded on 
 experience and common sense. This is doubly neces- 
 sary in a department of studies of comparatively recent 
 development/' 
 
 " The following Syllabus (in 12 Sections) has been 
 prepared in conformity with these considerations. The 
 first four Sections are intended to show to what extent 
 the Elements of Physics, Chemistry and Physiology, 
 with the general outlines of Natural History, constitute 
 an indispensable foundation for the study of the 
 requirements, resources and processes of Daily Life, 
 and consequently to what extent a knowledge of them 
 may legitimately be demanded of those who aspire to 
 become the Teachers of the People ; the more so as it 
 has been practically proved that Science may thus far 
 be rendered easy and attractive, even to the uneducated, 
 without ceasing to be strictly methodical. The remain- 
 der of the Syllabus (Sections V to XII) shows what 
 departments of Household and Health Economy are 
 considered as deserving to become a standard element 
 in the school education of the children of the People, 
 and in the Evening Class Instruction of Adults, and of 
 which therefore a competent knowledge should be 
 possessed by their Instructors." 
 
57 
 
 " The Examination Papers, for the working of which 
 three hours would be allowed, would contain questions 
 on, say three of the subjects indicated in each of the 
 twelve Sections of the Syllabus, and the Candidates 
 would be expected to answer at least one question in 
 each Section." 
 
 " No question would be asked which is not directly 
 indicated or naturally suggested by the Syllabus/' 
 
 "The questions would be comprehensively framed 
 with a view to give all Candidates full and fair scope for 
 making manifest their respective amounts of knowledge 
 in each department. A sufficient knowledge of many 
 essential subjects, would be preferred to a deep know- 
 ledge of a few." 
 
 " It is assumed that the Syllabus contains no subject 
 of which it would not be desirable that all Candidates 
 should possess at least general notions. Nevertheless 
 some of the subjects claim more specially the attention 
 of Male Candidates, others that of Female Candidates. 
 They are indicated by (M) or (F) prefixed to the Para- 
 graphs which contain them. An appropriate distinction 
 would be made in preparing the Lists of Questions." 
 
 I omit the Syllabus which was appended to the fore- 
 going communication. Its first four Sections were but 
 a modification of the Syllabus of my present Popular 
 Course, (See Appendix No 2,) whilst the other eight 
 Sections compassed in a similar way the contents of 
 its intended sequel.* If my Course had been completed 
 and printed, it might to a certain extent have served 
 the purpose of a Text Book ; but I felt that something 
 of a more special character was wanted to form the 
 basis of the proposed Examinations, and I began 
 preparing a book in a catechetical form, intended not 
 only to supply the knowledge which I considered that 
 the teachers ought to be able to communicate, but also 
 to show them in detail the manner in which that 
 
 * They accordingly corresponded in some measure to the range of subjects 
 illustrated by my Economic Museum. (See Appendix No. 1.) 
 
58 
 
 knowledge might, as I thought, be best communicated 
 to youthful minds, according to the principles of 
 selection, adaptation and progression above explained. 
 A considerable portion of this Catechism is in manu- 
 script. 
 
 My idea was that the Department of Science and 
 Art should undertake the publication of my scheme, 
 and the office work connected with the proposed 
 Examinations, but that I should provide the Fees for 
 first-rate Examiners. I reckoned that these might raise 
 the outlay from 70 to 100, which expense I was 
 willing to incur for three successive years, hoping that 
 by that time the utility of the plan would become 
 sufficiently apparent, to induce its being taken up by 
 our educational authorities on their own account. For 
 a time there seemed to be a likelihood that my proposal 
 would be entertained; but in December, 1867, I was 
 informed that the Science and Art Department could 
 not take charge of conducting the Examinations in 
 question on my behalf, unless my Syllabus were entirely 
 surrendered to their Lordships. To this arrangement 
 I declined to accede, fearing it might lead to the 
 omission or alteration of the particular principles 
 according to which I was anxious that the selection 
 and arrangement of subjects should be made, and the 
 examinations themselves conducted. Since then the 
 successful working of these principles in a small way 
 in my Popular Examinations, has increased my desire 
 that some opportunity may present itself for testing 
 their practical value on a suitable scale, and my 
 willingness to incur any necessary expense. * 
 
 * I should be happy to show to any friends interested in these matter?, 
 the Syllabus referred to and other papers connected with this special move- 
 ment, including a comprehensive classified list of references to the mosb 
 eligible books in the various departments of Domestic and Sanitary Economy. 
 The selection of these books was made so as best to suit the purpose and 
 come within the means of popular teachers. 
 
SECTION V, 
 
 SCIENCE AS A PART OF TECHNICAL 
 INSTRUCTION. 
 
 I have endeavoured to show in the preceding sections ! 
 firstly, that Working Men are perfectly accessible to 
 scientific knowledge, provided it be of a practical 
 character, and offered to them in an easy and entertain- 
 ing form ; and secondly, that similar knowledge might 
 in all probability be gradually instilled in an analogous 
 form into the minds of the Children of the People, as 
 a part of their School Education, by Teachers duly 
 trained for the purpose. The scientific knowledge 
 referred to is that which I have found convenient to 
 call Practical Bionomy, being Common Sense improved 
 with scientific acumen, and made into a Code for reg- 
 ulating the practical concerns of Daily Life, to the 
 obvious benefit of the intellectual and spiritual ones. 
 Such guidance no social class should be without, but 
 least of all the Working Man ; not only because he 
 cannot afford to make mistakes with his health or his 
 money, but also because the amount of Science, 
 especially Physics and Chemistry, which forms the 
 ground- work of Practical Bionomy, and the habit of 
 turning scientific knowledge to practical purposes, may 
 prove a valuable furtherance to him in mastering his 
 Trade. There are many occupations for which this 
 small amount of elementary and practical Science is 
 abundantly sufficient, but there are many others which 
 involve a considerable amount of scientific knowledge. 
 
60 
 
 whilst others again recognize Art rather than Science 
 as their leading star. I will for the present confine my 
 remarks to the scientific element in Technical Instruc- 
 tion, showing what I consider to be the chief desiderata, 
 and in what manner I am endeavouring to supply one 
 of them. 
 
 In the same manner that we have seen Practical 
 Bionomy dividing itself naturally into two parts, the 
 one more particularly devoted to elementary science, 
 the other to the practical matters on which that science 
 is to be brought to bear, so likewise do we find that the 
 instruction required for Trades involving scientific 
 knowledge, separates itself into an elementary part in 
 which the scientific teaching may be more or less the 
 same for two or more Trades, and a purely special or 
 technical part. 
 
 Nothing is more useful for acquiring a clear notion of 
 the parallelisms and divergencies of the various Trades, 
 and of the extent to which young men in training for 
 them may be taught together or must be taught 
 separately, than to inscribe a number of Trades more or 
 less scientific, artistic, or manual, in the first column of a 
 Synoptical Table, having another column for each branch 
 of knowledge or attainment. In lately looking through 
 some papers written about twenty years ago, when 
 I was vainly striving with a few friends to raise the cry 
 of scientific progress, I discovered among them the sketch 
 of such a Synopsis. It was never completed, but its 
 framework remained in my mind, and has often rendered 
 me great service in endeavouring to devise the means, 
 by which the greatest amount of sound Technical 
 Instruction, might be imparted with the smallest 
 expenditure of Teaching Power. 
 
 One of the facts thus strikingly demonstrated, was 
 the great predominancy of Mechanical Physics, Chemical 
 Physics and Chemistry among the scientific ingredients 
 of Technical Instruction. It was evident that Chem- 
 istry in particular ministers to a vast number of Trades, 
 
Gl 
 
 of which some delight more especially in its metallurgical 
 departments, whilst others less inclined that way, 
 embrace in other directions a very considerable range 
 of Chemical Science. I saw that among the latter 
 category of Trades, that of the Dyer is particularly 
 comprehensive in its grasp, and that if I could bring out 
 a Course of Lessons calculated to satisfy the whole of its 
 ordinary chemical requirements, I should include those 
 of most other Chemical (not metallurgical) Trades. I 
 felt that this would be a substantial ground of study 
 common to the whole category, and that I should only 
 have to add a certain quantum of special elementary 
 and technical teaching for each trade, in order to give 
 a practical example of the manner in which I conceived 
 that industrial studies should be carried on. 
 
 It is right to explain that the Chemistry to which I 
 here allude, is the practical and comparatively easy kind 
 required by the Working Dyer, and not the higher kind 
 of Chemistry that should be possessed by the Foreman 
 of a large Dyeing Establishment. It is not necessary 
 to discuss at present the various ways in which Chem- 
 istry should be studied, according to the previous 
 preparation of the student, and the purpose he has in 
 view. It is obvious that in dealing with Working 
 Men and Lads brought up under the old educational 
 system, and who are to take up Chemistry with minds 
 totally unprepared, one must absolutely set aside the 
 beau ideal of the perfect Science, and be only too glad 
 if, by softening down certain difficulties and avoiding 
 others, one can succeed in introducing into these 
 untutored minds, a tolerably complete and methodical 
 sequence of sound facts and principles, calculated to 
 render practical service. Such is the nature of the 
 ELEMENTS or INDUSTRIAL CHEMISTRY comprised in the 
 24 Lessons the preparing of which has been my chief 
 occupation for the last two years. Eight are devoted 
 to Inorganic, and sixteen to Organic Chemistry. I 
 shall perhaps add a 25th Lesson, for the purpose of 
 
62 
 
 giving to those who might be induced to pursue further 
 their chemical studies, a few explanations tending to 
 render less puzzling the use of the various Handbooks 
 written according to different systems. 
 
 It is right I should mention the following as circum- 
 stances that have mainly contributed to induce me to 
 engage in this rather arduous undertaking. Firstly, 
 the love for Chemistry imbibed at an early age at Paris 
 under Professor Orfila, and followed up whenever 
 opportunities allowed; secondly, the loss of voice which 
 during these last two years has favoured the occupation 
 of writing by checking other enjoyments; and thirdly, 
 the valuable assistance on which I could rely on 
 the part of Mr. HUDSON, who acts as the Chemical 
 Superintendent of my Museum. His critical and con- 
 scientious researches in scientific literature, have been 
 exceedingly useful to me in collating the best authorities 
 on disputed points, and in collecting scraps of informa- 
 tion required for my particular purpose, and not 
 found in most of the Treatises on Chemistry. I also 
 owe to his exertions in the laboratory, the neat and 
 complete sets of Illustrations, which have been packed 
 by the Curator, Mr. FREEMAN, in appropriate boxes for 
 circulation, and amounting in the aggregate to more 
 than one thousand articles.* 
 
 In the style in which these Lessons are written and got 
 up, they resemble the Popular Lectures, but they incline 
 less towards recreation and more towards earnest study. 
 They are shorter, being calculated to last about an hour 
 if read by the same person who demonstrates, and con- 
 siderably less in the binary mode of delivery. Thus 
 time will be allowed for the students to question the 
 teacher on any points they may not have understood, 
 and for the teacher to precede each discourse by exam- 
 ining the students on the previous one. In short the 
 
 * Of the 24 sets the greater number are ready for use, and I should be 
 happy to submit them to the inspection of the Members of the Council, or to 
 display them at next year's Exhibition of Educational Materials. 
 
63 
 
 whole is intended to have the character of a regular 
 and earnest series of Class Lessons. 
 
 Let us now consider this chemical instruction in 
 connection with the other portions of instruction, 
 elementary and technical, which as I have said above, 
 will be respectively required by the various Trades, 
 We have seen that the Dyer is at the head of the 
 Chemical Trades, and we may take his requirements 
 as representing those of other members of the group. 
 
 The Dyer, like everybody else, should possess that 
 scientific knowledge, elementary and applied, which 
 I have assumed to be the best secular key to health and 
 comfort. I hope that in ten or twenty years hence, 
 there will scarcely be a Tradesman or Artisan who has 
 not acquired that knowledge to some extent in his 
 Primary Education, and further developed it, with 
 additions in a technical direction, during the important 
 school period from 12 to 14 ; but in the meantime we 
 must take Tradesmen and their Apprentices as the old 
 system has made them, and I will select by way of 
 specimen an ordinary Dyer's Apprentice, desirous of 
 securing success in the practice of his Trade by master- 
 ing its rationale. I first take the liberty of recom- 
 mending to him my own Course of " Science made 
 Easy," not knowing any introduction to Science on which 
 more pains have been bestowed in order to conduct the 
 beginner from the very bottom of the hill to a fair 
 distance up it, without letting him feel that it is steep, 
 or making him push his way through brambles, or 
 causing him to tread on any unsafe ground. Our young 
 Dyer will find, what I have already asserted, that the 
 elements of Science required for Daily Life go a con- 
 siderable part of the way towards meeting the require- 
 ments of Technical Industry, and he will do well to 
 store in a handy corner of his memory, the physical 
 laws illustrated in the first four Lectures of my Popu- 
 lar Course. Lecture IV in particular will teach him 
 much that is to his purpose, but not enough, especially 
 
64 
 
 as regards Light. I have taken notice of the deficiency 
 and am consequently preparing supplementary physical 
 Lessons for the use of Dyers, giving a tolerably full 
 account of primary, secondary, and tertiary colours, 
 complementary colours, harmony and contrast, and 
 other matters by the knowledge of which the Dyer may 
 be rendered an intelligent coadjutor, rather than a pas- 
 sive instrument of manufacturing industry on the one 
 hand, and of fashion on the other. 
 
 I have alluded, in speaking of the manner of teaching 
 Science to children, to the advantage of going two or 
 three times over the same ground, and of adopting 
 each time a further development of the subject propor- 
 tionate to the mental development of the pupils. 
 The benefits of this plan, of which I hope to say more 
 elsewhere, are by no means confined to children, and 
 the young Dyer will not have any cause to regret 
 having taken the rudiments of Chemistry in two Lec- 
 tures (V and VI of my Popular Course) as a prelude to 
 my ELEMENTS OF INDUSTRIAL CHEMISTRY in 24 Lessons. 
 These latter I must ask him to go through in good 
 earnest, as they are intended so far to complete the first 
 or elementary part of his Industrial Knowledge, that he 
 may be competent to study intelligently and scientifically 
 the second part, consisting of applied and more strictly 
 Technical Knowledge. 
 
 In order to secure for this important part of the 
 Dyer's studies, reliable information which might at the 
 same time serve to exemplify in a practical way my 
 proposed plan of instruction, I have had prepared by a 
 person well acquainted with Chemistry, materials for 
 a series of Lessons on the Art of Dyeing, embracing 
 the following subjects : Historical Sketch. Textile 
 Materials. The Dye House, Dyeing Materials. Dyeing 
 Processes. Calico Printing. Cleaning and Scouring. 
 Special Pathology of the Dyeing Trade. These materi- 
 als have already been submitted to a competent master 
 Dyer, and what remains to be done is simply to arrange 
 
65 
 
 them in Lessons, similar to, and in strict accordance 
 with, the chemical series. 
 
 I have likewise in hand, draft sets of Technical 
 Lessons by the same writer, for the Tanner and Currier, 
 and the Plumber and Glazier. The Popular Course as 
 a first scientific foundation, and the 2 4 -Lesson Course 
 of Industrial Chemistry as a more earnest insight into 
 that most important Science, will serve for these Trades 
 in common, but each will have supplementary Lessons 
 on any branch of elementary Science that may be re- 
 quired, and each will conclude with its own special 
 Course of Technical Lessons. 
 
 If we pass to the Mechanical Trades, we find that 
 there is everywhere scope for the same utilitarian 
 principles of forethought, ponderation, and amalgama- 
 tion : FORETHOUGHT, taking note of the items of know- 
 ledge that each Trade is likely to require normally or 
 incidently, PONDERATION, weighing these items against 
 each other, that only the most indispensable may be 
 recommended to those who cannot possibly be expected 
 to learn all, and AMALGAMATION, uniting the studies, 
 and consequently improving the resources for study, of 
 the various Trades, wherever they tread a common path. 
 Thus the Carpenter and Joiner may find that the rudi- 
 ments of Chemistry given in my Popular Course, are 
 sufficient for enabling him to understand any chemical 
 expressions that may occur in his technical lessons ; but 
 on the other hand he must have a good insight into the 
 manner of growth of Exogens, and should know some- 
 thing of the nature and habitat of the chief Timber 
 Trees, all which knowledge would be specially supplied. 
 Then again his Mechanical Knowledge should be well 
 developed, he should be well up in certain branches of 
 Arithmetic, and possess a few notions of Geometry ; 
 and last not least, his hand, his eye and his judgment, 
 should be duly trained in the appropriate departments 
 of the Arts of Design. 
 
 It would be tedious to follow out with words, the 
 
66 
 
 exigencies of the various handicrafts, apportioning to 
 each its proper kind and quantity of Science and Art, 
 and taking note of the parallelisms which might enable 
 a certain number of them to draw knowledge from the 
 same source, and of the divergencies which would 
 involve separate tuition. The best, not to say the only 
 way to arrive at a clear conception of those exigencies, 
 is as said before, to classify and tabulate them, and 
 this is a labour that will be found well worth the while 
 of those who aspire to establish with economy of means 
 and certainty of results, a national system of Technical 
 Instruction. But at the same time it must be borne 
 in mind that this is only one of many points on which 
 a careful investigation is indispensable, for safely legis- 
 lating with a view to improve the intellectual, technical, 
 and social status of our industrial population. Matters 
 like these demand the concurrent efforts of many 
 workers, and I intend to devote the next Section of this 
 Memorandum to an enumeration of points, on which I 
 would suggest that communications should be addressed 
 to the Society of Arts by all who, through special 
 circumstances, are placed in a position to contribute 
 reliable information and advice. 
 
SECTION VI. 
 
 THE EDUCATIONAL WANTS OF OUR 
 AETISANS. 
 
 The great question of Technical Instruction has as- 
 sumed a new aspect since the Paris Universal Exhibition 
 of 1867. The evidence as to the resources of foreign 
 Artisans, and as to the wants of our own, which was 
 brought to light on that occasion, and which was so 
 forcibly expressed in the Eeports of the Workmen 
 deputed by our Society, supplied the " missing link " 
 which was required for bringing home the arguments of 
 twenty years to an actual bearing on the public mind. 
 Up to that time the best friends of Industrial advance- 
 ment, those who knew and appreciated the exertions of 
 foreign nations, had been striving in vain to draw 
 attention to the rapid progress made in the race of tech- 
 nical improvement by our continental rivals ; a progress 
 which was just what might have been expected from 
 the fact that they had been pulling hard whilst we had 
 been pulling easy, and that they had been wide awake to 
 the fertilizing influence of Science and Art on Manual 
 Industry, whilst we had been dozing under the drowsy 
 influence of excessive self-reliance.* The sudden change 
 which supervened was also what might have been ex- 
 pected, To torpid apathy succeeded a feverish excite- 
 
 * People were too ignorant of Science even to feel their ignorance. This 
 lamentable fact is forcibly brought into relief by MR. BARTLEY'S interesting 
 Paper on Science Schools in the Society of Arts' Journal, of the 14th January, 
 1870, where he describes the apathy with which the offers of the Science and 
 Art Department were met by local Institutions. 
 
 E 2 
 
68 
 
 ment. Everyone called out for Science whether or not 
 he understood what Science really was ; everyone 
 declared that to provide technical instruction was 
 "the thing to do," and proclaimed his patriotic 
 readiness to lend a helping hand. We have already 
 technical Institutions, of a more or less genuine 
 character, springing up in all directions ; and the 
 task of the Technical Economist is now not so much 
 to agitate, as to take advantage of the prevailing 
 agitation ; not so much to multiply new schemes as 
 first of all to examine impartially, and if possible 
 to adopt and utilize existing ones. Of course, among 
 the host of originators who are striving to convince 
 themselves and others, that what suits their own 
 purpose is just what the nation wants, many are egregi- 
 ously in error. Some of the institutions proposed, 
 would be scarcely worth the ground they would occupy ; 
 others that might be provisionally useful, would after- 
 wards only be in the way ; and here and there we see 
 attempts to graft technical scions on existing educational 
 stocks that are quite of the wrong sort for receiving 
 them; still there are undoubtedly many notions afloat, 
 and actual experiments in progress, that are susceptible of 
 being turned to excellent account, provided they be taken 
 hold of whilst yet in a plastic state, and adapted to 
 the place they should occupy in a National System of 
 Technical Instruction. To collect the scattered materials 
 available for such a system, to submit them to a pre- 
 liminary elaboration, and to elicit furthur originations 
 where gaps appear, is a labour for the accomplishment 
 of which the Society of Arts is pre-eminently qualified ; 
 but the responsibility of devising a definitive scheme 
 of Technical Education, must rest with the central 
 administrative authority which will have to super- 
 intend its realization, as a part of the general Educational 
 System of the country. 
 
 CENTRALIZATION stands in bad repute with many 
 people who would do well to sift the causes of their 
 
69 
 
 aversion, A frequent and to a certain extent a legiti- 
 mate cause lies in the evil results which have accrued 
 in some countries, where Centralization has assumed a 
 restrictive form, hampering the independence of local 
 action, and thus forming an obstacle to progress. But 
 the Centralization which I should wish to see established 
 in the Educational System of this country, would 
 simply claim from those engaged in local efforts, a 
 voluntary compliance with regulations established for 
 national benefit, and such compliance, besides resting 
 on patriotic motives, would be partly requited by direct 
 and tangible advantages, to which I shall presently 
 have occasion to advert. 
 
 Another objection to Centralization arises from the 
 extraordinary diffidence which prevails in many quarters 
 as to the manner in which things are managed in 
 Government Offices. In fact it has become a rule with 
 many people, that in this country everything that can, 
 should be done by independent exertions, without any 
 interference on the part of Government, even in the 
 form of assistance, and I have heard in that respect a 
 very intelligent economist quote the phrase, "Timeo 
 Danaos, et dona ferentes." Various causes have con- 
 tributed to this prejudice. Our administrative machinery 
 is not so logical or practical as might be wished. In 
 many cases the anomalous distribution of attributes 
 among various ministerial departments, and the pecu- 
 liar organization of these, are the result of circum- 
 stances which have ceased to exist, and are not suited 
 to the enlightened and progressive spirit of the present 
 day/ yr Eetrenchment has been making itself keenly 
 felt ; and yet from time to time the press holds up to 
 ridicule almost incredible instances of prodigal red 
 
 * LIEUT. COL. STRANGE, F.R.S., in his admirable paper on the proposed 
 enquiry by a Royal Commission into the relation of the State to Science, 
 remarks as follows: "Almost every Department of the State has charge 
 of some scientific institution the Admiralty of one, the War-Office of 
 another, the Board of Trade of a third, and so on, a dispersion absolutely 
 prohibitive of harmonious system, of progressive improvement, of efficient 
 superintendence, of economy in expenditure, and of definite responsibility," 
 
70 
 
 tapeism ; sheets of foolscap filled with signatures for 
 authenticating the most trifling account, and large 
 sums spent in the disbursement of small ones. Then 
 again one has seen certain expensive notions pervading 
 from top to bottom the bureaucratic atmosphere ; not 
 with any consciousness of being wasteful, but rather 
 through a wish to do honour to the national purse. 
 If we add to all these real or imaginary grievances, the 
 prevailing idea that Government appointments have 
 from time immemorial, been regulated rather by political 
 or social motives than by a genuine desire to put the 
 right man in the right place, we can scarcely feel sur- 
 prised that a large portion of the public, without sus- 
 pecting Government Officers of any wilful malversation, 
 should hitherto have shrunk from entrusting to them 
 any piece of management that could be managed in 
 any other way. 
 
 Fortunately, there is in a free country no reason why 
 abuses should exist for ever. It has been lately said, 
 "The People's Parliament will see that the People's 
 Government does its duty." Now I hope that the 
 People's Government will be too proud of its name to 
 require any incentive to do its duty, beyond the desire 
 to merit and obtain from all classes of the People, a 
 full measure of confidence and support, so that it may 
 be enabled to organize, develop and administer for the 
 general good, those departments of our social system, 
 which cannot possibly be placed on a satisfactory foot- 
 ing without CENTRALIZATION. "* Pre-eminent among 
 them stands NATIONAL EDUCATION, which to attain the 
 desired development, must evidently be centred in 
 a powerful authority firmly constituted on a broad 
 foundation, and culminating in a distinct personal 
 responsibility 
 
 *At no period of our history has there been so great a readiness to place 
 administrative power in the hands of the Government. Public opinion acts 
 now so energetically and effectually in the legislature, that the old jealousy 
 of Government interference has been almost entirely dispelled. See LIEUT. 
 COL. STRANGE'S Paper, before referred to. 
 
71 
 
 I here take National Education in that broad sense 
 in which it should be compassed in determining the 
 attributes of the ' MINISTER OF PUBLIC INSTRUCTION, 
 whose appointment was so unanimously advocated by 
 the eminent educationalists assembled at the Society of 
 Arts, on the 7th of February last. It is clear that his 
 responsible supervision should include the several stages 
 of intellectual culture corresponding to the several 
 social levels, as well as the cross divisions resulting 
 from diversity of Profession in some of the strata, and 
 of Handicraft in others, and that it should equally be 
 entrusted to his special care, to stimulate general 
 proficiency, and to recompense exceptional merit, in 
 the theory and practice of Science, the Fine Arts, and 
 Music. As regards departmental organization for a 
 division of labour according to the best interests of 
 the public service, it should be devised by those who 
 are privileged to consider it from a practical point 
 of view, and I shall endeavour to steer clear of this 
 question in the following brief analysis of a particular 
 category of educational wants ; viz, those of our Arti- 
 sans. It is intended, as stated at the conclusion of 
 the previous Section, to elicit on certain points reliable 
 information and advice, which will doubtless find a 
 ready means of publicity in our Society's Journal, pro- 
 vided they be the fruits of special experience and 
 mature reflection, presented in a condensed form, 
 
A, PRIM AKY EDUCATION. 
 
 One of the first conclusions that were come to 
 when the public mind abjured its apathy and began 
 discussing the subject of Technical Instruction, was 
 that little headway could be made without first im- 
 proving our system of Primary Education, and this 
 latter branch of the subject has for various reasons 
 excited so lively an interest, that it seems at the 
 present time almost to monopolize public attention. 
 I have not for so many years taken a lively interest 
 in educational matters generally, both in this country 
 and abroad, without acquiring rather positive opinions 
 on many of the points which are now under discussion, 
 but I see so much controversial acrimony mixed up 
 in the debates that are going on both orally and in 
 print, that I feel averse to joining in them. My 
 stand-point will be simply this, that whether the 
 Union or the League should prevail, or whether a 
 medium course should be adopted, I hope that the 
 future system of popular education will be so de- 
 vised and managed, as to include in its primary 
 curriculum, all the essential elements of the Artisan's 
 welfare, particular attention being paid to such points 
 as the following : 
 
 FIRSTLY. MORAL TRAINING. It should incor- 
 porate industrious habits and good conduct in the 
 working man's existence, as a part of his nature, 
 and it should prepare him for mastering the diffi- 
 culties of daily life, by making him master of 
 his own mind. We are told by our worthy 
 colleague Mr. BARTLEY, who in the course of his 
 
73 
 
 highly praiseworthy educational investigations, has 
 favoured us with a valuable paper on the Birkbeck 
 Schools, that in these, and notably in the one 
 at Peckham, a moral tone prevails " considerably 
 above that met with in most other Schools. "'* As 
 these schools are strictly unsectarian, their mode of 
 dealing with the moral element might be deserving 
 of particular attention if the views of the League 
 should prevail. That its partisans are by no means 
 unaware of the importance of this point, is clear from 
 the following passage in Mr. Bright's late speech at 
 Birmingham : " In every school love of truth, love 
 of virtue, the love of God, and the fear of offending 
 Him should be taught/' 
 
 SECONDLY. INSTRUCTION IN SCIENTIFIC AND 
 PRACTICAL KNOWLEDGE. It has been seen by what 
 I have said in the preceding Sections, that the 
 elementary and scientific instruction which I re- 
 commend as susceptible of being acquired without 
 much difficulty by totally untrained adults, and with 
 ease by well trained children, does not consist of any 
 one whole science, but of a selection cf the most 
 simple and at the same time most useful facts and 
 principles of Physics, Chemistry, and Physiology, 
 with outlines of Natural History ; these various 
 elements being arranged as a connected series, and 
 brought to bear practically on the wants and re- 
 sources of Daily Life. The greatest possible care 
 and forethought should of course be bestowed on the 
 choice and adaptation of this PRIMARY SCIENCE, and 
 indeed it should be so easy arid yet so useful, that 
 future generations may wonder how people managed 
 to get on so long without it. The first rudiments 
 might be insinuated into the youthful mind at an early 
 age, by exciting little curiosities which Science might 
 be made to satisfy, and by raising little difficulties 
 
 * See Society of Arts Journal, 17th. Dec. 1869, page 97. 
 
which science might be made to overcome ; and this 
 plan should as far as possible prevail throughout ; 
 every available means of rendering the instruction 
 visible and tangible, impressive and entertaining, 
 being pressed into the service, so as to make 
 scientific lessons a boon and a treat, never a bore. 
 In going two or three times over the same ground 
 the range of ideas would naturally expand each time, 
 so that by the end of the school years, it might 
 embrace in all essential particulars the scientific 
 knowledge, both elementary and applied, which I 
 have explained in Section 4 ; due regard being of 
 course had to the sex and proposed career of the 
 scholars, as well as to the limits of time and means. 
 I am aware that to many of my friends, it may 
 appear somewhat Utopian to speak of introducing 
 science, even of the easiest kind, in the education of 
 the people, whilst there are yet millions who can 
 neither read nor write ; but with such documentary 
 evidence before us as that which, thanks to the 
 enlightened exertions of Mr. CHADWICK and others 
 of our colleagues, has lately appeared in the columns 
 of our Journal, and when especially our Rev. 
 friend Mr. ROGERS comes to us with the practical 
 argument of youths leaving his admirable Middle 
 Class School at fourteen, with a knowledge of Science 
 and Art " that'is not at present commonly attained, 
 in the adult stages, in public schools, or in the 
 most expensive private schools," * there is no de- 
 nying that a revolution is at hand in Education, 
 resembling in its results that which took place 
 between thirty and forty years ago in Locomotion. 
 Independently of a considerable saving of time 
 through the omission of whatever is not practically 
 found to make children wiser or better, and through 
 a judicious alternation of occupations, TEACHING 
 POWER itself is undergoing a transformation which 
 
 * See Society of Arts Journal, for Dec. I7tli, 1869, page 79. 
 
reminds us of the scientific substitution of sfceam for 
 muscular power ; whilst a judicious way of imparting 
 knowledge that makes its acceptance spontaneous, 
 is replacing the old plan of thumping it into boys' 
 heads, somewhat as the system of smooth inviting 
 rails replaced that of rough and resisting roads. 
 Under such circumstances, I hope not to be far wrong 
 if my calculations of educational progress suppose 
 something like a railroad pace. * 
 
 THIRDLY. A FOUNDATION FOR TECHNICAL TRAIN- 
 ING. It has been shown t that the scientific elements 
 which are required for enabling a man to live 
 judiciously, will go far towards enabling him to do 
 his work intelligently. Any further knowledge more 
 specially directed towards his intended occupation 
 with which there may be an opportunity for endowing 
 him, will of course be valuable, but here too the se- 
 lection must be carefully made, for the nature of the 
 knowledge will be of more importance than its amount. 
 On the subject of the general value of scientific know- 
 ledge to the Workman, and of the particular value of 
 that which being thoroughly adapted to his needs will 
 be sure to prosper, grow, and multiply in his mind, I 
 maybe allowed to quote from the discourse pronounced 
 at the Plymouth School of Science and Art by Bishop 
 Temple, than whom no better authority in matters of 
 Education could be referred to. After alluding to 
 the somewhat exaggerated dissatisfaction with our 
 industrial status which supervened after the Paris 
 Exhibition of 1867, he acknowledges in the following 
 terms the good results which may accrue from a 
 " grumbling spirit/' when it becomes the source of 
 active exertions : 
 
 * At a meeting at Hackney lately presided over by CHABLES REED, 
 Esq., M.P., a new system for learning to read was propounded by Mr. 
 SONNENSCHEIN, by which the Chairman thought that the time usually 
 required by the children of the poorer and agricultural classes, might be 
 shortened by 50 or even 75 per cent. 
 
 t Section V. of Memorandum. 
 
" I have no doubt that in this way we shall really 
 succeed indoing just what is wanted that is, spreading 
 over the whole of England that sort of knowledge of 
 the principles of his work which is necessary to make 
 a thoroughly intelligent workman, to provide every- 
 where the means by which any man, who has the 
 ability to make himself master of those scientific 
 principles on which all work must really be done, shall 
 be able to cultivate the ability until he can rise very 
 much above the mere routine rule -of- thumb 
 workmen. * * * There can be no greater im- 
 provement to any one's mind than that he should 
 thoroughly master the principles of his own work, 
 that by which he is to live, that which is to occupy 
 his time and his thought, that to which he is to 
 give all the desires of his heart, the employment 
 to which, if he is a thoroughly good workman, he 
 would really wish to give a good and hearty service. 
 All that really cultivates the man more almost than 
 anything else you can teach him, for this reason ; 
 supposing you take a boy and give him a great deal 
 of careful instruction in something which he will never 
 require, all he has learnt of it will gradually fade out 
 of his mind. You will find for instance, that those 
 who have only been taught to read and have afterwards 
 had no inducement to read, by the time four or five 
 years have elapsed since they were at school they 
 forget how to read. The same is the case with almost 
 everything else you can teach. In all instances it 
 will be found the value of it is enormously increased I 
 do not say it entirely depends upon it if the future 
 life is a perpetual commentary on the early instruction. 
 If a man learns that which in his work afterwards is 
 perpetually occurring to his mind, his learning won't 
 stop when he leaves school, it will go on and on, 
 disciplining his intellect, opening his understanding, 
 and the chances are that he will almost invariably 
 add to the knowledge he has at first a great deal of 
 
/ / 
 
 additional knowledge, picked up he himself cannot 
 tell how, simply because it is perpetually present to 
 his mind, and his work perpetually brings it back.* * * 
 He becomes a really better educated man, his in- 
 tellect is more disciplined, he is in all his ways 
 much more intelligent. I look upon it as one of 
 the very greatest benefits that can be conferred 
 upon a working man that he should be enabled 
 to cultivate his own mind ; and the directest and 
 easiest way to cultivate his mind is to enable him 
 to acquire the principles of his own occupation." 
 
 A welcome confirmation of the value of mental cul- 
 ture to artisans, is afforded by Dr. LYON PLAYFAIR'S 
 lately published powerful Lectures on Primary and 
 Technical Education. They are concluded by a con- 
 densed summary from which I feel pleasure in quoting 
 the following conclusions : 
 
 " That the limitation of the Revised Code to the 
 three H's vulgarizes Education, and renders it com- 
 paratively useless for the purposes of the Working 
 Classes." 
 
 " That common sense as well as the experience of 
 other nations, indicates that an elementary knowledge 
 of the principles of Science and Art involved in the 
 occupations of the people should be introduced to 
 primary Schools, in order to make them a fitting pre- 
 paration for secondary schools." 
 
 " That a higher education, in relation to the 
 industries of the country, is an essential condition 
 for the continued prosperity of the people ; for 
 intelligence and skill, as factors in productive 
 industry, are constantly becoming of greater value 
 than the possession of native raw material or local 
 advantages/' 
 
 FOURTHLY. MANUAL DEXTERITY AND PRACTICAL 
 CLEVERNESS. The example of what is done at some 
 Industrial Schools and especially those on the half- 
 
time system, shows that boys may attain a consider- 
 able amount of efficiency at manual occupations 
 without detriment to their intellectual studies. It 
 may frequently occur that a lad's parents cannot 
 decide before the conclusion of his school years, what 
 he is to be, and that he himself can scarcely make up 
 his mind what he would like to be ; but there are 
 certain tools that every man should be able to handle, 
 and certain trades that every artisan should know 
 something of; and moreover there is a general clever- 
 ness of hand as well as of mind, which will help a 
 man on in almost every occupation that choice or 
 circumstances may lead him to adopt. It is perhaps 
 in respect of this general cleverness, which with many 
 is a gift of nature, but which nearly all can acquire 
 under a proper training, of this supple readiness for 
 adapting muscular strength and agility to purposes 
 not included in the ordinary routine of daily work, 
 and of this presence of mind ever available for the im- 
 promptu application of knowledge to the overcoming 
 of unforeseen obstacles, that the workmen of some 
 foreign countries deserve our commendation, more 
 than in respect of any technical capability that could 
 be named. The success of our manufacturing in- 
 dustry proves that English workmen possess qualities 
 of mind, and a temperament of body, which peculiarly 
 suit them for discharging regularly and efficiently, 
 under the guidance of intelligent foremen and enter- 
 prising manufacturers, a definite task assigned to 
 them in the routine of factory work, and generally 
 involving neither science, art, nor origination. The 
 case is somewhat different with the tradesman or 
 mechanic, who is expected to turn a ready hand to 
 the various duties of a complex handicraft, who must 
 rely on his own knowledge and ingenuity for helping 
 himself under difficulties, and who cannot always, 
 especially in the country, wait till a brother trades- 
 man can come and do some small fraction of his job, 
 
which protrudes beyond the regular frontier of his 
 calling. Here we too frequently find shortcomings 
 both as to technical knowledge, and as to the prac- 
 tical intelligence required for the ready application of 
 that knowledge, shortcomings which occasion waste 
 of expenditure, and annoyance and discomfort to the 
 public, whilst they entail unnecessary trouble and 
 oftentimes injury to health or limb on the artisan 
 himself. This is by no means to be wondered at, 
 considering on the one hand the lax and deficient 
 system of Technical Training which has hitherto 
 generally prevailed; deficient in the amount of 
 knowledge imparted, and lax in its selection ; and on 
 the other hand, the absence, among a large portion 
 of the work-payers, of that scientific knowledge 
 which would make them alive to, and impatient of 
 the ignorance of those whom they employ. 
 
 FIFTHLY. ART TRAINING. The Working Man's 
 Education is so much a battle against time, that I 
 cannot agree with those who would make Freehand 
 Drawing an essential item in nearly all popular 
 education. There is a certain training of the eye to 
 understand what is meant by a painting or a print, to 
 appreciate the difference between a good picture and 
 a daub, and to be capable of selecting cottage orna- 
 ments not deserving of a place in the " chamber 
 of horrors," which I should wish every sane and 
 seeing individual in the United Kingdom to possess ; 
 but manual ability at any branch of the Arts of 
 Design, unless it be a natural gift in a very exceptional 
 degree, is not to be acquired without much time 
 and teaching. I should not be true to the utilitarian 
 spirit in which I should wish the education of the 
 People to be organised, if I were to recommend 
 that every Plough-boy should be taught to draw ; 
 but on the other hand no one appreciates more than I 
 do the value of the Arts of Design for all Artisans 
 whose handicrafts involve origination, or a taste for 
 
80 
 
 execution of the designs of others. The Carpenter or 
 the Cabinet-maker taking orders for a summer-house 
 or a secretaire, should be able to sketch the proposed 
 article, either in perspective or isometrically, et sic de 
 cceteris ; each Artificer being trained in that particular 
 direction which he is likely to require, and receiving 
 a quantum of artistic taste into the bargain. Passing 
 thence to the province of Art-workmanship, we rise 
 by degrees till toil involves no bodily fatigue, and 
 the Artisan is merged in the Artist. I cannot pass 
 by this industrial region, in which we used formerly 
 to shun comparison with other nations, without pay- 
 ing my humble tribute of admiration to the highly 
 successful exertions of our friend and colleague 
 Mr. HENRY COLE, whose system of Art Training has 
 extended its benefits to all parts of the country, 
 making them all contribute in return their respective 
 quota to the national stock of artistic talent. 
 
 Perhaps some member of our Society may be inclined 
 to ask how it is that, notwithstanding the remark- 
 able impulse thus given of late years to the appli- 
 cations of the Arts of Design to industrial purposes, 
 we read in the Society of Arts Journal of the 5th of 
 March, 186 9, so discouraging a report addressed to the 
 Council by the three eminent men who had under- 
 taken the office of judges in the Competition of Art 
 Workmen for the Society's Prizes, As long as the 
 supplying of Model Designs in the several branches 
 of Art Industry had formed part of the system of our 
 yearly special Examinations, we had had every reason 
 to be satisfied with the ability displayed by the re- 
 spective candidates in carrying them out ; but the 
 attempt to raise our Art Workmen a step higher by 
 inducing them to be the executors of their own 
 designs, led to the results depicted as follows in the 
 Report : 
 
 " In spite of the individual specimens of excellence 
 to which we shall presently allude, we are bound to 
 
Si 
 
 confess that the response made by Art Workmen to 
 the Society's liberal invitation to compete for prizes 
 offered during the last session, cannot in our opinion 
 be regarded as satisfactory. It will be remembered 
 that the lists of subjects proposed differed materially 
 from those of previous years it having been con- 
 sidered well, as an experiment, to test the workmen's 
 powers in the combination of original design with 
 skilful workmanship, and in novel directions rather 
 than to keep them m the groove of the reproduction 
 of the best works cf the past.* * * * Whether it 
 is that the task recently set to the Art Workmen has 
 been beyond their present powers, or as is more 
 probable that they look with anxiety only to what 
 affects their regular employment, possibly, in some 
 cases, apprehending notoriety as a fault rather than 
 merit in their masters' eyes, certain it is that the 
 results of their labor, taken as a whole, are not such 
 as we had hoped for, nor such by any means, as we 
 think would have been made by French, or even 
 Belgian workmen, had a similar invitation been 
 addressed to them. We do not necessarily attribute 
 this to incapacity on the part of our Art Workmen as 
 executants, but ascribe it rather to their want, in this 
 case, of the directing and sustaining power which is 
 supplied to them, in the course of ordinary business 
 by the superior education and attainments of their 
 masters, and of the artists and designers, from whose 
 drawings, models, or suggestions, they may habitually 
 work." 
 
 Now I perfectly concur in thinking that our com- 
 parative failure in the endeavour to elicit tokens of 
 origination from our Art Workmen, is in great mea- 
 sure to be attributed to the simple fact that origination 
 is not what their employers particularly wish them to 
 possess; and I can perfectly follow out in rny mind 
 the hint given us by our Art Judges that "notoriety," 
 or in other words distinguished excellence in design 
 
82 
 
 on the part of a workman, might not exactly please 
 a master who required merely a perfect instrument, 
 
 Etient, opinionless, and not possessing any merits 
 yond those absolutely wanted. But it is certainly 
 not for meeting such views as these that our 
 educational system is to be organized, and I delight 
 in the expectation that the measures which will in 
 all probability be adopted, for giving the children 
 of the people a primary schooling better calculated 
 to awaken their intelligence, will in process of time 
 tell very effectively on their aptitude to turn to good 
 account the facilities for artistic instruction which 
 Mr. COLE has placed within their reach. I am not a 
 believer in panaceas, and do not argue that Science 
 will make a lad an artist ; there is, on the contrary, 
 a kind of science and a way of teaching it, more cal- 
 culated to deaden than to improve the poetic senti- 
 ment which should pervade his appreciation of the 
 chaste and beautiful in art ; but I firmly believe that 
 Science so selected and so taught as to raise the 
 youthful mind towards heaven in thankfulness for 
 God's bounties, and at the same time to awaken it to 
 an intelligent and lively use of them, is the most 
 effective drilling that the mind can have for the de- 
 velopment of its highest as well as of its most practical 
 faculties. When Science of this kind shall have 
 opened the understanding and elevated the aspira- 
 tions of the children of the People, we shall not see 
 our soldiers hungry and shivering where a French 
 campaigner would contrive to make a comfortable 
 meal, neither shall we see our art workmen unable to 
 compete with their neighbours in thought and 
 origination. 
 
 SIXTHLY. Music AND POETRY. Among the 
 humanising influences of which primary education 
 should prepare, and if possible initiate the develop- 
 ment, an honourable place belongs to Music, and to 
 
83 
 
 this all will agree who have watched the endeavours 
 made to promote choral societies in this country ; but 
 I would refer them to Switzerland, the Tyrol, and 
 other parts of the continent for a more complete idea 
 of the manner in which part singing may be intro- 
 duced with success at an early age, so that it may 
 expand into a popular resource, and become one of 
 the best preservatives against the abuse of stimulants. 
 The theory and practice of Music were among the 
 favorite pursuits of my younger days, and I shall 
 have many suggestions to offer on this subject, should 
 I ever reach the portion of my Popular Course 
 intended to embrace the recreations of the working 
 classes. As regards Poetry, I have perhaps raised a 
 smile by naming it with Music at the head of this 
 paragraph, as one of the matters to be considered in 
 devising a scheme of popular elementary education. 
 Now I do not wish to train anyone to verse making, 
 who is not born a poet ; no practice is more unprac- 
 tical, nor need we recur to the testimony of 
 Horace* to know that day dreamers are likely 
 to fall into a well. But there is an immense 
 difference between poetizing, and possessing that 
 faculty of poetic feeling, which gives us the perception 
 and the enjoyment of what is noble or touching in a 
 moral sense, sublime or beautiful in nature, masterly 
 in art, or admirable in literature. It is this feeling 
 which I should wish to see infused wherever practicable 
 into the nascent energies of youth, in close com- 
 panionship with moral sentiment; not didactically, 
 for that would be a failure, but by the thousand means 
 of gradual infiltration which a well ordered education, 
 even that of the humbler classes, can generally 
 command; and I should particularly wish this aesthetic 
 development to be attended to in the rather higher 
 stages reached by those intending to become Art 
 "Workmen. Nothing would tend more effectually to 
 
 * Ars Poeiica, line 453. 
 
 F 2 
 
84 
 
 make up for the want of a southern sky, than the 
 brightness of conception which poetic feeling can 
 impart. 
 
 SEVENTHLY. RECREATION, EXERCISE, DRILLING. 
 Whilst on the one hand no part of the proposed 
 Primary Science Teaching should be a hardship, and 
 many parts a treat, a favour, and a recompense, on the 
 other hand, recreation should never be mischievous 
 but often instructive. To enumerate the many ways 
 in which games and pastimes in and out of doors 
 may be made to contribute to the development of 
 bodily strength and agility, of a quick intelligence 
 and a ready memory, of courage, perseverance, 
 conscientiousness, good nature and good manners, 
 would be to add at least a score of pages to this 
 Memorandum. Particularly deserving of notice 
 however, is the subject of DRILLING AND MILITARY 
 EXERCISES which, independently of their value with a 
 view to our possessing an efficient and spirited system 
 of national defence, more or less analogous to that of 
 the Swiss, are susceptible of promoting very essen- 
 tially the love of order, and that sense of honour 
 which says so emphatically " Act on the square, 
 boys, upright and fair." 
 
B. APPRENTICESHIP. 
 
 No one contests the importance of the subject of 
 Apprenticeship, or the grievous defects of the j^esent 
 system, both as regards the provisions of the Law, and 
 the customary manner of carrying them out, not to say 
 of neglecting them altogether. Yet this subject does 
 not seem to have received -its fair share of the attention 
 bestowed of late on educational matters, and conse- 
 quently there is a particularly favorable opening for 
 those who might be able to favour us with practical 
 suggestions on the following and other similar points : 
 
 a. Antiquated and anomalous condition of many 
 laws and enactments framed in industrial and social 
 times essentially differing from our own. 
 
 &. Grounds for dissatisfaction on the part of the 
 Master. 
 
 c. More frequent causes for legitimate complaint on 
 the part of the Apprentice and his friends. 
 
 I have reason to believe that the latter category of 
 grievances are frequent items among the cases brought 
 before the Justices of the Peace, and to these therefore 
 we might look for much valuable information in this 
 matter. It appears that the chief causes of dissatis- 
 faction and dispute are : a That there is not any 
 suitable criterion by which persons, and especially poor 
 and illiterate persons desirous of apprenticing a lad, 
 can safely judge of the abilities and trustworthiness of 
 the Master to whom they think of confiding him. &. 
 That the Master seeks too much his own profit, em-* 
 
86 
 
 ploying the lad at errands or other desultory work, to 
 the detriment of his technical progress, to say nothing 
 of his physical comfort and moral improvement. 
 c. That Masters who undertake to teach a Trade, 
 frequently know or practise only certain branches of it. 
 As for instance Coach-makers in Country places near 
 the Metropolis, who have the bodies down from Town 
 and only dress them. d. That Masters are apt to show 
 a kind of jealousy of communicating to a clever 
 Apprentice, the whole amount of their own knowledge 
 and ability. 
 
 A study of the laws and usages prevailing on the 
 Continent will be found suggestive of improvement, 
 and I may be allowed to introduce here a few obser- 
 vations borrowed from my " Letters on the Condition 
 of the Working Classes of Nassau," printed for dis- 
 tribution in 1853, as a " Eeport to the Council of the 
 Society of Arts." 
 
 As far as I have been able to ascertain, serious 
 disagreements between Masters and Apprentices are 
 less frequent in Germany than with us. This is partly 
 referable to the prudent precaution of not signing an 
 indenture till the intended Apprentice has had two 
 weeks preliminary trial. Then again we find that the 
 incompetency of the Master, which is so frequent a 
 cause of complaint in England, is in some measure 
 obviated in Germany by the Examination which must 
 be undergone before an artisan can settle anywhere as 
 Master and take charge of Apprentices. In all cases 
 redress is facilitated by the practice of paying the 
 stipulated sum by instalments, so that one-third or one- 
 half of the amount stands over till the conclusion of 
 the term. If an Apprentice has just cause of complaint, 
 he is released by the local authorities from further 
 obligations towards his Master, and his friends from 
 further payment. 
 
 The question of the number of years that should be 
 allowed for Apprenticeships in the various Trades, is 
 
87 
 
 one which cannot satisfactorily be discussed till many 
 other points have been settled ; but I may mention 
 that in the Duchy of Nassau, the term for ordinary 
 Trades, such as those of the Shoemaker, Tailor, Joiner, 
 Baker, &c., is, or at least used to be, three years ; 
 except when the term of four years was agreed upon, 
 without payment, the work of the Apprentice in the 
 last year being expected to form an equivalent. Even 
 for the more difficult Trades, such as those of the 
 Watchmaker, Mechanician, Lithographer, &c., the term 
 of apprenticeship did not exceed four years. 
 
 A feature of continental arrangements to which I 
 wish to draw particular attention, are the institutions 
 of patronage which in France and elsewhere, watch 
 over the interests of the Apprentice, lend him a 
 helping hand, and tend to keep him in the right path. 
 It would be well worth considering to what extent 
 similar benefits might be elicited from our Guilds and 
 Corporations, and perhaps also from some of our Trades' 
 Unions. 
 
C, EVENING CLASSES, 
 SCHOOLS OF SCIENCE AND ART, &c, 
 
 I have adverted in Section 4, to the possibility of 
 giving to Boys, in a Primary Education ranging from 
 6 or 7 to 12 years of age, a useful foundation of ele- 
 mentary Science, and of somewhat extending it during 
 a secondary term of two years. The supplement of 
 attainments acquired during this latter important 
 period, should have if possible a tendency towards pro- 
 spective future occupations, and should include ele- 
 ments of Science and Art selected accordingly ; but at 
 the best this would only be the prelude to subsequent 
 prolonged special studies, for which all possible facilities 
 and inducements should be afforded, whether or not an 
 apprenticeship should be gone through, or some equiva- 
 lent preferred. Hence the importance of developing and 
 perfecting to the utmost the system of Evening Classes, 
 Schools of Science and Art, and the like ; not according 
 to an uniform pattern for all localities, but with a spe- 
 cial view to the requirements of prevailing local Trades 
 and Occupations, whilst everywhere tuition must be 
 carefully adapted to the capabilities and convenience of 
 the taught, and every available resource turned to the 
 best account. Unfortunately, owing to the extra- 
 ordinary neglect of Science as a branch of public 
 Education, which has prevailed up to the present time, 
 we find that among the many sincere and generous 
 friends of popular improvement in various parts of the 
 Country, there are comparatively few who, on the one 
 hand have sufficiently studied the general range of the 
 Natural Sciences, to know the divergent applicabilities 
 
89 
 
 of the various branches of each Science, and who 
 on the other hand have sufficiently examined the ins 
 and outs of Industrial Life, to understand the grouping 
 of the various categories of Youths and Adults 
 according to their present capabilities and prospective 
 requirements ; and consequently there are comparatively 
 few who are competent to direct to the best advantage, 
 the organization and management of the various 
 available means of Scientific Instruction. We may 
 thus partly account for the educational incongruities to 
 which I have already adverted, as having arisen since 
 1867 through ill-directed efforts to make up for past 
 neglect. For instance, one sees Science of heavy 
 calibre weighing down Schools of Design which Science 
 of a buoyant kind might have raised to still higher 
 success. I could name a School of Art to which has 
 been hooked a Course of Thirty Lectures on a single 
 division of Chemistry, that of the non-metallic elements, 
 and would leave to the conoscenti to foresee the end of 
 such a beginning. Intellectual Food fit for University 
 Students, cannot generally speaking be expected to suit 
 the mental appetites of Men and Lads of the Working 
 Classes ; neither are the vicissitudes of their condition 
 compatible with Courses upon any subject, that " drag 
 their slow length along" through a period of three 
 years, leaving to chance which part a student may 
 begin with, and making it very uncertain whether he 
 can possibly attend the whole. 
 
 May we not partly ascribe to a similar cause, the 
 exaggerated anxiety to give Working Men the benefit 
 of listening to tip-top Professors. Scientific eminence, 
 and even eminence in lecturing, ex cathedra, to advanced 
 students, does not necessarily imply ability to render 
 instruction easy and interesting to beginners. It is diffi- 
 cult for a savant, who through the toil of many years has 
 arrived at a familiar acquaintance with the most recon- 
 dite depths of science, to resume in thought the unfledged 
 mind with which he began his career, to identify himself 
 
DO 
 
 with the inexperience of his hearers, and to see the 
 difficulties which they see. He is too apt to deal out 
 instruction in ponderous masses, that neither fit the 
 wants, nor the minds, nor the available leisure of in- 
 dustrial students, or to indulge in lofty theories, and to 
 talk of things that are never seen, or he must at least 
 explain Physics with Mathematics, and Chemistry with 
 what looks to the uninitiated like Algebra. There are 
 brilliant exceptions to this rule, but, generally speaking, 
 the Professors best suited for Science Teaching among the 
 Million, are men of incipient fame and moderate pre- 
 tensions, less remarkable for depth of learning, than for 
 felicity of manner in communicating knowledge, for 
 judgment in selecting what may be most conducive to 
 the future advantage of their pupils, and for tact and 
 good-nature in adapting it to their present capacities. 
 
 When the management of Evening Classes is in the 
 hands of the Professors, and what I am going to say 
 equally applies to higher grades of scientific teaching, 
 it is a natural consequence that the mode of dealing 
 with the respective Sciences should be more or less 
 regulated by the dominant abilities or peculiar predi- 
 lections of the said Professors ; and there is too often a 
 tendency observable in each of them to isolate his own 
 Science or branch of Science, upholding it as the one 
 thing which, if thoroughly mastered, would carry all 
 before it, and either ignoring other departments of 
 knowledge, or at all events neglecting to make manifest 
 the admirable results derivable from a proper inter- 
 weaving and anastomizing of the twigs and branches 
 of the Tree of Science. "* 
 
 It is evident that the best remedy for many of the 
 foregoing inconveniences, would be found in the prin- 
 ciple of CENTRALIZATION, for help and not for hindrance, 
 adverted to in a previous Section of this Memorandum. 
 
 * " However lamentable the fact, it is certain that men engaged in one 
 branch of Science are very apt to underrate the importance of all others. " 
 See LIEUT. COL. STRANGE'S Paper, before referred to, on the "Relation of the 
 State to Science." 
 
91 
 
 A national scheme of Education, founded on data sup- 
 plied from all parts by all parties, and elaborated by 
 the collective wisdom of our ablest Economists, would 
 show what institutions of various kinds and degrees 
 are required for securing our industrial progress in all 
 its departments, and how they should be organized 
 and conducted from an overlooking centre, in order 
 to requite with success the exertions or pecuniary aid 
 of their originators and supporters. Thus existing 
 institutions would be gradually induced to purge 
 themselves of incongruities, profiting as well as the 
 new ones, by the prescriptions of authoritative experi- 
 ence, and all would fall by degrees into the regular 
 ranks of a definite educational hierarchy. 
 
 I assume that our Educational rulers, having duly 
 determined what knowledge, variously made up of 
 Science and Art, is wanted by various categories of the 
 industrial community, will wish to show by actual ex- 
 amples, and to encourage by liberal assistance, the 
 modes of instruction by which such knowledge may be 
 imparted with the best practical result at the least 
 expense ; and it is in this point of view that I hope 
 they may find it worth their while to try on a com- 
 prehensive scale, the plan of instruction which, within 
 the limits of my humble exertions, has met with such 
 encouraging success. Courses of Popular Lectures and 
 Class Lessons, embodying the kind and amount of 
 Science required for the general purposes of Daily Life, 
 or for the special purposes of Technical Industry, 
 would be prepared by the most competent authors, 
 with full sets of illustrations, and their delivery, either 
 by the binary or the single-handed method, according 
 to circumstances, would secure at a moderate outlay, 
 the systematic diffusion throughout the country, of re- 
 liable and uniform instruction under perfect supervision 
 and control. 
 
D. EDUCATIONAL MATERIALS, 
 
 It would be a great boon to education generally, if 
 the Central Educational Authority were to issue, or to 
 induce and supervise the issue of various series of 
 Diagrams, suited for popular use in Lecture Halls, 
 Schools, Museums, &c., care being taken to unite 
 scientific accuracy with artistic execution, and both 
 with a thorough consideration of the class of students 
 to be taught, the distance at which the Diagrams would 
 be intended to be seen, whether by day light or artificial 
 light, and the valuable resources which modern poly- 
 graphic inventions, aided in some instances by photo- 
 graphy, present for supplying a good article at a low 
 price. I have alluded to the difficulty which I have 
 experienced in obtaining suitable Diagrams for my 
 Lectures, though I use many foreign as well as English 
 ones. Certain sets have been published deserving of 
 much praise, but they are far from embracing in appro- 
 priate style, and on a proper scale, all the departments 
 of popular knowledge ; and as for the cheaper produc- 
 tions, (though still scarcely so cheap as I should wish 
 to see them,) some of their errors and short-comings 
 call loudly for the interference of supervisors well up 
 in science and art, and having higher purposes in view 
 than that of speculating on public ignorance and the 
 prevailing want of artistic culture. 
 
 A similar opening for official supervision and assist- 
 ance, is presented by the condition of our Technical 
 Literature. There are a few thoroughly good and 
 well-illustrated works, but their price is mostly above 
 what working men can afford to give. It could in 
 fact, only be brought within their reach by a certain 
 
03 
 
 amount of pecuniary sacrifice, which an ordinary Pub- 
 lisher can by no means be expected to incur, but which 
 would most decidedly be money well spent on the part 
 of the public purse. In the matter of minor Trade 
 Manuals, Messrs. HOULSTON & WRIGHT, and a few other 
 Publishers, have done very creditably as much as could 
 be expected from unassisted speculation, as may be seen 
 by over 30 little volumes, mostly ranging from One 
 Shilling to Half-a-Crown, which I have got together in 
 the Library attached to my Museum ; but they scarcely 
 can be compared with the collection oftlieManuels Roret, 
 published at Paris, as the result of the united labours of 
 an association of savants and technicists. A few years 
 since I procured the whole of the series then published, 
 consisting of forty-five ISmo. volumes of uniform ap- 
 pearance, but different thicknesses, and of which the 
 London prices vary mostly from Two Shillings and Six- 
 pence, to Three Shillings and Sixpence per single volume, 
 or Seven Shillings for the two volumes required by some 
 of the Trades. I beg leave to draw attention to this col- 
 lection, which was exhibited at Mr. DAVIDSON'S interesting 
 Lecture at the Society of Arts, on the 13th December, 
 1867, and is still deposited for inspection in one of the 
 Society's Book Cases. An English series analogous to 
 this in most respects, but printed in bolder type, very 
 fully illustrated, and carefully adapted to the exact 
 requirements of the rising workmen of the present day, 
 would be a boon which their voluntary demonstrations 
 in connection with the Club and Institute Union, have 
 proved that they would highly appreciate, and which 
 would amply repay in public estimation, any moderate 
 pecuniary sacrifice that might be made for the purpose 
 by the Government Authorities, or by the Society of 
 Arts. I may remark, that in this as well as in almost 
 every series of publications intended to form a homo- 
 genous group or Cyclopaedia, it would be desirable that 
 the work of many should be sufficiently regulated by 
 single minded control, to prevent overlappings, and too 
 
94 
 
 great a disparity in the style and degree of condensation 
 of the Texts, the proportionate number of illustrations, &c. 
 This measure would not interfere with the bringing out 
 of Class Lessons on the respective trades as explained 
 in Section 5. 
 
E. PUBLIC EDUCATIONAL COLLECTIONS. 
 
 Among the educational wants of our artisans, there 
 are several for meeting which the most suitable pro- 
 vision consists, or rather might consist, of Science 
 Museums and Art Galleries, with facilities for studying 
 them. I will for the present, confine myself to a few 
 remarks : firstly, concerning the inappropriateness of 
 most of the old-fashioned collections for the purpose of 
 Public Instruction ; secondly, concerning the principles 
 which should govern the organizing of the collections 
 specially intended for that purpose ; and thirdly, con- 
 cerning the means by which the educational value of 
 existing establishments might be improved. 
 
 The majority of the old Public Museums have been 
 the creations of opportunity rather than of deliberate 
 design, and consist of gifts rather than of purchases. 
 Consequently their growth is often distorted through 
 wealth accumulated in one department, whilst another 
 remains poverty-stricken, or is conspicuously absent, 
 and there is an uncomfortable incongruity about them, 
 because they have been enriched with collections formed 
 with different views from those with which their first 
 nucleus was produced. Then again a large proportion 
 of the Museum Curiosities brought home by travellers 
 from distant climes, are sensational rather than educa- 
 tional ; or if they supply missing links in the serial 
 illustrations of Natural History, or serve to elucidate 
 some knotty point of Ethnology, or Archaeology, or 
 Palseontology, they speak only to the learned, and are 
 mute to the Working Man. Hence if we submit to an 
 
06 
 
 impartial analysis, the benefit supposed to be conferred 
 on the masses by the inspection of Public Museums of 
 the old type, we find that it consists more in rousing 
 the intellect than in feeding it, and less in mixing- 
 recreation with study, than in preventing its being 
 mixed with vice. 
 
 If we pass to Picture Galleries, we perceive that the 
 principles of selection to which they owe their origin 
 and growth, too often differ from those which would 
 best conduce to popular improvement. Connoisseurs 
 well up in the history of Pictorial Art, may wish to 
 illustrate the various stages of the various Schools, and 
 even the different styles adopted by some of the best 
 Painters at different periods of their career. Thus 
 Pictures may be prized and chosen for motives quite 
 extrinsic to their artistic excellence. Sometimes even 
 rarity makes up for want of merit. But the case will 
 be different if we simply wish to make a selection 
 calculated to refine the visual taste and aesthetic senti- 
 ment of the Working Classes. There is for instance, 
 in the productions of some of the earlier Italian masters, 
 as for example, FRA ANGELICO and the BELLINI, a style of 
 outline which considered with due allowance for initia- 
 tive genius, may be called " chasteness of contour," but 
 which would make a false impression on the minds of 
 most of our designers, and if imitated by them would 
 degenerate into stiffness. Similarly the cjuaintness of 
 certain specimens of other Schools would, through being 
 misunderstood, lead to the grotesque. Again there are 
 certain associations and conventionalities in the classical 
 refinement of the upper classes, which rightly or 
 wrongly, have a potent influence on their appreciation 
 of the moral element in works of Art ; whereas those 
 whose eyes and minds are yet in a state of nature, may 
 perceive nothing humanizing in the most artistic render- 
 ings of bodily torture, nothing edifying in the voluptu- 
 ous nudities even of a TITIAN or an ALBANO, and not 
 
97 
 
 elevating in a drunken scene, even though portrayed 
 by a TENIERS or a BRAUWER.* 
 
 Considerations of this kind are rather disheartening 
 as compared with the sanguine expectations of improve- 
 ment, which some economists attach to prospective 
 facilities for the frequent inspection of large Science 
 Museums and Art Galleries by the Million, and yet, 
 behind them lies a fund of consolation and promise. 
 Thus it will be found that Collections occupying far 
 less space, and involving infinitely less outlay than 
 those required for the higher purposes of Science and 
 Art, may be very successfully instituted for the special 
 instruction of the Working Classes, provided one adheres 
 strictly to plain utilitarian principles, never losing sight 
 of the proposed aim. In illustration of my meaning, 
 I may venture a few suggestions, beginning with the 
 Collections of a scientific character. 
 
 In organizing Museums for the Economic or Techni- 
 cal Instruction of the Working Classes, it is essential 
 to start with a well defined, though somewhat elastic 
 scheme, produced by mentally digesting together re- 
 quirements, resources, space and classification. It should 
 be somewhat elastic, because resources which one has 
 had reason to reckon on may not always justify one's 
 expectations, and because on the other hand certain 
 sets of articles may come to hand, rather out of due 
 proportion to others, and yet too valuable to be refused. 
 But it should so far be defined, that every important 
 requirement may be met by a satisfaction or an apology, 
 and that a methodical and progressive array may meet 
 
 * The subjects painted by BRAUWER are taken from low life, of the most 
 Unpleasing class. From the extraordinary skill displayed in the execution, 
 the excellent colouring, the correct drawing, and the life and character of 
 the design, they fetch a high price ; but this appreciation of connoisseurs 
 should not secure them a place in the Galleries of the People. Again, it 
 would be of questionable expediency to exhibit without comment, the ana- 
 chronisms of costume which disfigure certain productions of noted artists, as- 
 for example, of BASSANO and even of REMBRANDT, or to display without ex- 
 planation landscapes either deviating from nature, or copying from nature- 
 effects which are not what one would call natural, or violent architectural 
 perspectives which are only right when the eye viewing them is at the proper 
 focus. 
 
 G 
 
98 
 
 the eye of the student, as he treads the path prescribed 
 for him from the beginning to the end of his COURSE OF 
 VISUAL INSTRUCTION. I have endeavoured to exemplify 
 this principle in my Economic Museum/"" by making 
 the several departments of a comprehensive range of 
 bionomic illustrations, follow each other like the chap- 
 ters of a scientific work, and if I should live to see my 
 Collection completed and transferred to London, I should 
 wish to prepare a corresponding Text Book, rendered 
 as readable as the subject might allow, and resembling 
 a series of familiar Lectures of unequal lengths. It is 
 evident that a student desirous of mastering a given 
 range of scientific or technical information, who in 
 successive visits to a Collection thus specially organized, 
 attentively collates what he reads with what he sees, 
 may enjoy as near an approximation to, and as good a 
 substitute for, a series of oral Lessons, as can well be 
 devised. He has not the advantage of witnessing ex- 
 periments, or of being able to ask questions, but he has 
 that of adapting his visits to his leisure, and his pro- 
 gression to his mental strength. ** 
 
 This principle of considering educational Collections, 
 when properly organized, as sets of Illustrations corres- 
 ponding to so many special Texts, will be found to 
 afford a most safe and useful guidance in organizing 
 them from the beginning. A full working Programme 
 should be prepared, similar to the detailed syllabus of a 
 
 *See Appendix No. 1. 
 
 * * When first I began organizing my Economic Museum, I intended to 
 have everywhere in convenient proximity to the various articles displayed, 
 Instructional Labels, giving the required information concerning them ; and 
 this plan has been carried out in a portion of the Food Department, but I 
 found that if adopted throughout, it would add too much to the difficulty 
 unavoidably great, of packing a multitude of illustrations of all kinds within 
 convenience of inspection, and moreover that the few persons who would 
 take the trouble to read so much printed or written matter, would prefer 
 taking it home with them in the form of a Hand-book. I consider that in 
 the enlarged Food Collection instituted at the South Kensington Museum, a 
 wise course has been adopted in displaying only condensed abstracts of pithy 
 information, which could be printed in large type and read at some distance. 
 Their Collection of these Labels, especially those giving food analyses, is 
 highly instructive, and has proved of great service to many local Museums 
 to which they have been courteously distributed, including my own, 
 
99 
 
 Course of professorial Instruction, and with this in 
 hand one will be saved many vacillations, and much 
 unprofitable trouble and expenditure, and be greatly 
 fortified with clearness and steadiness of purpose, both 
 in withstanding the temptation of perplexing offers, and 
 in obtaining the right things in the right proportions, 
 through donation or purchase. I have emphasized the 
 latter word because I have seen important Collections 
 injured by too great a reliance on the alacrity of manu- 
 facturers and tradesmen, to come forward with their 
 goods for the sake of the Advertisement. A moderate 
 amount of judicious expenditure will go a great way in 
 supplying what the Tide fails to bring ; filling gaps, 
 completing series, bringing into deserved prominence 
 any industrial gems that the shyness or the pride of 
 worth may have kept away, and holding up other 
 articles to instructive censure, to which they could not 
 of course be expected to submit themselves gratis. 
 
 The following are among the most useful categories 
 of Popular Museums. Other denominations may be 
 produced by cross combinations of these : 
 
 1. Zoological, Botanical, Mineralogical, Geological, 
 and other similar Collections, selected and classified 
 with a view to mastering the essential elements of the 
 respective branches of SCIENCE. Eepresentative types 
 should be carefully chosen, and eccentricities excluded, 
 except where they may substantiate important points 
 of theory, as for instance, the transitions of Species. 
 Prints or any other available mode of illustration and 
 analytical diagnosis, should supplement the specimens, 
 or replace those not obtainable, or if neither can be had 
 a Label should mark the gap. 
 
 2. A Collection more or less select representing in 
 scientific order one or more of the great divisions of 
 Natural History, may be made to acquire a special 
 utilitarian character by information given on the Labels, 
 or still more markedly by adding illustrations of pro- 
 
 ' cesses and uses* I need scarcely name the admirable 
 
 G2 
 
100 
 
 example afforded by the MUSEUM OF ECONOMIC BOTANY 
 at Kew. 
 
 3. A collection of not very dissimilar materials, may 
 be classified according to localities. It may couple 
 Commercial with Economic information, still maintain- 
 ing a tincture of Science, and thus we shall have a 
 highly instructive TRADE MUSEUM, one of the most 
 useful varieties of which will be a COLONIAL MUSEUM. 
 
 4. A TECHNICAL MUSEUM will be provided, if we 
 adopt the various branches of Manufacturing Industry 
 and Handicraft for our landmarks, and group round 
 these the raw materials with mementos of their origin, 
 the processes or stages of manipulation with their 
 appurtenant appliances, and the finished results with 
 the chief variations usual in other countries. In some 
 instances considerable interest may attach to illustrations 
 of the technology of former times. 
 
 5. If we carefully select from each of the foregoing 
 Museums those articles, illustrations, and explanations 
 which have the most direct and practical influence on 
 the Health and Comfort of the Working Man, and if 
 we display them in common sense arrangement, that we 
 may lead him pleasantly by the hand as we cast suc- 
 cessively the light of Science on his wants and his 
 resources, his causes of trouble and his means of 
 happiness, then we shall have an ECONOMIC MUSEUM. 
 
 I trust that these TYPES, of which it would be easy to 
 increase the number, may serve to elucidate a principle 
 which I well remember hearing defined by my excellent 
 friend the late SIR WILLIAM HOOKER; namely, that 
 differences of classification and explanation may make 
 different Museums with nearly the same materials. This 
 adds vastly to the amount of good which can be effected 
 by a Central Educational Authority, retailing out intelli- 
 gently what it collects wholesale on advantageous terms, 
 or receives as legacies from temporary Exhibitions,""" 
 
 * I may here mention that there is generally no better way of getting 
 together materials for a Special Museum, than to organize a corresponding ' 
 temporary Exhibition. 
 
101 
 
 or picks from the unused stores of long established 
 Institutions, Another circumstance that brings into 
 relief the advantages to be expected from a well-organ- 
 ized system of distributions and exchanges, is that 
 Collections for the instruction of the People, whilst 
 they need not be very large, ought to be very numerous, 
 and should, generally speaking, be constituted every- 
 where on nearly the same principles. "When the central 
 authority shall have arrived at a clear view of the 
 general educational wants of our Artisans, and of their 
 particular requirements in the form of Public Museums, 
 more or less corresponding to the above types, or 
 embracing two or more of them, there will be no difficulty 
 in preparing a number of DRAFT PROGRAMMES, for 
 being issued to localities that may show themselves 
 deserving of help, by their readiness to help themselves. 
 By means of these schemes, discussion will be kept to 
 the purpose, negotiations rendered easy, and concerted 
 action made to yield its best fruits.* 
 
 The organizing of ART GALLERIES, which would 
 generally be associated with Collections of the foregoing 
 kind in all well conditioned Popular Museums, involves 
 less variety of purposes, and the simple rules which should 
 govern the selection, are mostly derivable by a little 
 reflection from what has already been said. As regards 
 the general mass of visitors, the chief object would be 
 to raise the standard of visual taste and aesthetic senti- 
 ment, but not unaccompanied with those moral 
 aspirations which form the noblest attributes of high 
 Art. Nor should any indulgence be shown to that 
 promiscuous admiration of all that bears a noted name, 
 which in Art as well as in Literature too often ap- 
 
 * The subject of the best appliances and contrivances for displaying and 
 preserving the contents of a Museum and for rendering them easily available 
 tor lecturing purposes is, as a matter of advice and assistance, little inferior 
 in importance to obtaining and classifying them, and a central permanent 
 Exhibition devoted to this speciality might render great service. 
 
102 
 
 proaches to " Hero Worship. "'* These considerations are 
 not changed but concentrated as regards the Artisans 
 whom we particularly desire to instruct, from the Joiner 
 or Plasterer who should learn to appreciate elegance in 
 a scroll or a rosette, up to the Art Workman or the 
 Working Artist. Every branch not only of Drawing 
 and Painting, Sculpture and Architecture, but also as 
 far as practicable, of Art Workmanship, and of the 
 Arts which produce a multiple of copies, or Polygraphic 
 Arts, should be illustrated by examples which in 
 Galleries on a full scale would ramify into shades of 
 artistic character, but in small ones would be confined 
 to the most representative types. One art should every- 
 where prevail, that of affording much instruction for a 
 moderate outlay. Nearly the same notions may be 
 conveyed to the minds of the uninitiated by copies and 
 casts as by originals. Fac-similes of Works of the 
 highest merit may thus be secured, and a whole 
 department of Art may be taught for what a wealthy 
 amateur spends on a single Piece."* * 
 
 The popular utilization of existing Science Museums 
 and Art Galleries, besides being furthered as a matter 
 of course by any measures for remedying defects and 
 carrying out principles of the nature of those which I 
 have pointed out, may be rendered more convenient 
 and effective by devices such as the following. 
 One might anticipate excellent results from visits of 
 groups of Working Men and Youths to Establishments 
 like the British Museum and National Gallery, under 
 the friendly guidance of persons competent to analyse 
 their intellectual wants, to scan their capabilities, to 
 
 * I will confess that I was not so delighted as some of my friends, when 
 I heard that over a thousand originals by the hand of TURNER, were stored 
 away in certain depositories of the National Gallery Building, and might be 
 available for distribution to local Institutions. 
 
 * * Appendices Nos. 3 and 4 to this Memorandum, show by way of sugges- 
 tion two rough sketches of Institutions of different calibres, designed to 
 place Science and Art Instruction within the reach of the Working Classes, 
 with appropriate accessories. 
 
103 
 
 select in proper order the objects which may serve to im- 
 press useful information on their minds, and to impart 
 this orally in an agreeable manner. Unfortunately, 
 the examples of the union of all these desiderata have 
 hitherto l)een few and far between, and I am not san- 
 guine as to future prospects in this direction ; for the 
 man of abilities who is zealous enough to make himself 
 the Artisan's cicerone, is seldom discreet enough to see 
 that his own favorite topic, which may be the deci- 
 phering of a cuneiform inscription, or the history of a 
 Mummy, is not the thing for the Workshop."* 
 
 Much good may be done in Natural History Col- 
 lections, by appending Labels conspicuous for their 
 size or particular colour, to those objects which possess 
 special interest in an Industrial point of view. When 
 thus brought into sufficient prominence, those objects 
 will be even more interesting for being surrounded 
 with others illus crating the Order to which they belong, 
 than they would be if picked out and grouped by 
 themselves. The information concerning them might 
 be partly condensed on the Labels, but I would chiefly 
 rely on special Handbooks or " Visitors' Companions/' 
 published in the same colloquial style as the Text 
 Books for special Museums referred to above.** Truly 
 valuable for the utilization of such an Establishment 
 as the British Museum, would be a series of cheap 
 
 * In certain Institutions, it answers very well to include in che staff, 
 Demonstrators qualified, to take visitors round in groups, entertaining them 
 with oral instruction ; but various difficulties prevent this from becoming a 
 general practice. 
 
 * * The idea of a Vade Mecum familiarly explaining the features of interest 
 of a public collection, is by no means a novel one. Since I first advocated 
 that particular kind of Guide to Knowledge, chance has placed in my hands 
 a curious old specimen, so suggestive that I wonder the plan has not long 
 since become more general. It is an 18mo. of between 160 and 170 pages, 
 published as far back as 1805. The title page is as follows: "Visits to the 
 Leverian Museum, containing an account of several of its principal curiosities 
 both of Nature and Art, intended for theintraction of young persons in the 
 first principles of Natural History." At the end of this little Volume is an. 
 explanatory List of Books designed to make knowledge agreeable, blending it 
 with that utilitarian morality, the appreciation of which we have now so 
 much difficulty in rousing again from its slumber. 
 
104 
 
 Guides of such a character, each dedicated to a 
 particular trade, occupation or pursuit, or to a group 
 of them. Thus the Furrier, the Druggist, the Lapi- 
 dary, and a score of others, including pursuits of a 
 high level, would each be led by the hand to visit 
 intelligently with no loss of time, every department in 
 which objects, whether many or few, could be made 
 to yield useful and entertaining knowledge specially 
 addressed to their respective callings. 
 
F, TECHNICAL EXAMINATIONS AND CERTIFICATES. 
 
 Among the technical institutions or customs of the 
 Continent, there is scarcely any one of which the intro- 
 duction into this country would require a more careful 
 adaptation, but which if once satisfactorily introduced, 
 might be productive of more useful results, than the 
 system of Examinations in technical knowledge com- 
 bined with manual ability, through which it is or has 
 been the practice in certain countries, to sift the quali- 
 fications of matured Apprentices aspiring to become 
 accepted Journeymen, and of experienced and clever 
 journeymen wishing to take rank as Masters in Trade, 
 to set up shop on their own account, and to become 
 the authorized instructors of another generation of Ap- 
 prentices. I may be allowed to borrow from my 
 " Letters on the Condition of the Working Classes of 
 Nassau/' the following account of the manner in which 
 the Examinations in question used to be conducted. It 
 has already been quoted in the numbers of our Journal 
 for January 3rd and 10th, 1868. 
 
 " At the expiration of his term, the Apprentice must 
 furnish proof of the extent of his acquirements, by 
 executing some appropriate piece of handiwork, in the 
 presence of the official judges of the Trade, forming a 
 kind of jury, which from its usefulness deserves some 
 attention. Every three years the masters in each Trade 
 residing in a district, or in a group of districts if the 
 trade is a scarce one, assemble to elect or re-elect three 
 representatives for the purpose of examining the Certifi- 
 cates, and of testing and recording the abilities of 
 industrial Candidates. Such is the Board of Examiners, 
 which we now find sitting in judgment on the merits 
 
106 
 
 of the young artisan anxious to emerge from his 
 apprenticeship, and which we shall meet with again in 
 a further stage of his career. If the Examiners are not 
 satisfied with the young man's performance, he must 
 find means of improving himself within half-a-year, 
 against another trial ; if on the contrary, they are well- 
 pleased, he obtains his certificate of Gesell, or Journey- 
 man, and sets out for his travels, or wander schaft" 
 
 As I do not see how the practice of wander schaft could 
 be satisfactorily adopted to any extent as a regular part 
 of an artisan's training in this country, I omit the 
 account given of it in my " Letters on Nassau," and 
 proceed at once to the second or major Examination, 
 which the Journeyman must pass to become a Master, 
 -x % * u jj e j g re q u i rec i to accomplish single-handed, 
 for strict inspection by the Board of Examiners, some 
 model piece of workmanship, sufficient to show, not 
 merely a moderate amount of skill, as when he was a 
 candidate for a journeymanship, but his thorough know- 
 ledge of the arcana majora of his calling. If he can 
 follow up the display orally with theoretical evidence, 
 he is entitled to be admitted forthwith to the honourable 
 company of the Masters of the Trade." 
 
 Such is the system which, with local modifications, 
 has largely prevailed in Germany, and has worked well, 
 as may be seen by the following extract of a Letter 
 which I received a few years ago from a very intelligent 
 manufacturer of Oschersleben, in Prussia : 
 
 " I enclose an abstract of the law in Prussia con- 
 cerning the exercise of Trades and Handicrafts. 
 * * "* It works admirably, and the public are cer- 
 tain to be served by men who understand their Trade. 
 In your country any person can commence a Trade, 
 whilst in ours he must first show that he has the 
 necessary capacity and knowledge for its successful 
 
 exercise." 
 
 Yet in Nassau and elsewhere this system has been 
 abandoned, and I have been told that in many parts of 
 
107 
 
 Germany where it is still kept up, there is a growing 
 inclination to drop it. The reasons however are tolera- 
 bly obvious, and do not at all affect the good which 
 might be derived from introducing Trades' Examina- 
 tions in England in an altered form. The chief reason 
 is that in the countries in question, these Examinations 
 have been compulsory, and coupled with obnoxious 
 restrictions to the free exercise of handicrafts. Nor 
 could one always rely on the impartiality of the Trades' 
 Juries, especially as regards the admission of Journeymen 
 to Mastership. Suppose for instance, a clever Journey- 
 man Shoemaker, who has lately been working at one of 
 the most fashionable establishments of Paris, and who 
 now wishes to set up on his own account in his native 
 German Town, with an ill-disguised intention of im- 
 porting the goods of his late employer, with whom he has 
 entered into an understanding that anyone can guess. 
 Now it would be scarcely consonant with our knowledge 
 of human nature, to imagine a conclave of three master 
 shoemakers acknowledging the merits of this Frenchi- 
 fied intruder, and the chances are they will find some 
 good reason why he should stick to his last for a few 
 years longer. Again it is obvious, that any arrange- 
 ment like that above described, tends to isolate the 
 members of the several trades in the several Towns or 
 Districts, grouping them into close Corporations, all 
 probably rather antipathetic to innovation and progress, 
 but nevertheless some more enlightened and more clever 
 than others. Consequently they would measure techni- 
 cal abilities, whether mental or moral, by different stand- 
 ards of merit, and a Certificate of competency for 
 Journeymanship or Mastership obtained at one place, 
 would have a different significancy and real value from 
 one obtained at another place. The remedy for this 
 would be CENTRALIZATION. The remedy for the other 
 defects would be to make the system voluntary instead 
 of compulsory. 
 
 Might we not, without binding ourselves to the 
 German rules of Journeymanship and Mastership, adopt 
 
108 
 
 the idea of having definite grades in all the ordinary 
 handicrafts, such as those of JOURNEYMAN or COM- 
 PANION, and MASTER or TRADESMAN. The Apprentice in 
 any given Trade, (say for example that of the Dyer,) 
 would after the conclusion of his Apprenticeship, be 
 invited to pass an examination, not only in the various 
 departments of elementary and applied knowledge 
 which I have described elsewhere as collectively con- 
 stituting the Dyer's Art, but also in the practical per- 
 formance of a few typical dyeing operations. I will not 
 stop to discuss the means by which such examinations 
 might best be rendered practicable and convenient, or 
 the manner in which the authority of a Central Educa- 
 tional Power could best be exercised to render them 
 reliable, and to ensure a uniform standard for each. 
 Trade throughout the Country. As for the inclination 
 of the competent Apprentice to present himself to be 
 tested, this would mainly depend on the inclination of 
 Employers to avail themselves of the criterion which 
 this test would afford, and to engage a young man 
 whose competency as Journeyman or Companion was 
 proved by a satisfactory Certificate, in preference to one 
 without it. Seeing how much good will our Master 
 Tradesmen display in attending to their own interests, 
 and trusting to the progressive diffusion of Science for 
 enlightening them in the same degree that it will 
 enlighten the paying public, I see no reason to doubt 
 that the possession of such a Certificate would add a good 
 percentage to the marketable value of its owner, and 
 nothing more is required to make the Examinations in 
 question grow popular and flourish. These are the 
 MINOR EXAMINATIONS. MAJOR EXAMINATIONS for 
 entitling a Journeyman to take the title of Master, 
 would be organized on the same voluntary plan, with the 
 same guarantee of reliableness, and consequently with 
 the same intrinsic value, and the same claims to acquire 
 practical value through the appreciation of all concerned. 
 In pursuance of the principle of allowing to Trade the 
 
109 
 
 utmost freedom compatible with public security against 
 ignorance and deceit, the JOURNEYMAN might set up 
 shop, and employ those who might be willing to serve 
 him, but a blank escutcheon over his shop door or 
 window, would declare his small pretensions ; whereas 
 the MASTER TRADESMAN would glory in an appropriate 
 badge, which would betoken his being in possession of 
 a MAJOR CERTIFICATE or DIPLOMA. It is not always 
 easy to prescribe limits to the liberty of the ignorant 
 to deceive the more ignorant, without being accused of 
 interfering with Freedom of Trade; but I certainly 
 think it might be made illegal for any person not 
 possessing a proper Certificate, to receive an indentured 
 Apprentice. 
 
G. THE CENTRAL INDUSTRIAL COLLEGE, OR 
 PANTECHNIUM. 
 
 What Evening Science Classes of various descriptions 
 do for the Apprentice, they may of course continue to 
 do for the Journeyman, affording him with equal pro- 
 priety the somewhat higher intellectual sustenance his 
 mind has become capable of digesting, and which, sup- 
 posing the above plan of Technical Examinations in 
 two degrees were adopted, he would want for passing 
 the higher degree, and becoming a Master Tradesman. 
 But with the fullest appreciation of the good which may 
 be effected by such means, strengthened as they are 
 already by the laudable exertions of the Science and 
 Art Department, and as they might perhaps further be 
 by some of the measures suggested in the foregoing 
 pages, yet it is obvious how inadequate they neces- 
 sarily must be for supplying the higher technical 
 culture which many Trades and Handicrafts require ; 
 whether they have to borrow their chief support from 
 Science or from Art. Hence the clamour for Industrial or 
 Technical Instruction to which our Society has responded 
 with so much alacrity. Nothing is more desirable than 
 that we should encourage and foster with all the means 
 in our power, the generous willingness which prevails 
 in several parts of the kingdom, to work hard and sub- 
 scribe largely, for establishing local Technical Colleges 
 and Science Schools ; and yet it might prove a real 
 misfortune if these Establishments were so wealthy and 
 independent as to dispense with Government aid ; for 
 as I have said before, the exercise of a discreet and 
 friendly control, to which a central educational authority 
 
Ill 
 
 would be entitled through conferring substantial benefits, 
 would be the best means for combining the efficacy of 
 harmonious action, with the vigour of autonomy. 
 
 It would be premature to guess the course of events ; 
 but I hope it will ere long be acknowledged that in order 
 to be able to dispense to the Industrial Community at 
 large, and more particularly to local Technical Colleges, 
 the greatest amount ol practical assistance, a CENTRAL 
 INDUSTRIAL COLLEGE, POLYTECHNIUM, or PANTECHNIUM, 
 should be established in or near London, on such a 
 footing that it might be their obvious interest to become 
 its affiliates. I have already alluded to a plan for the 
 creation of such a College, which I suggested as far 
 back as 1859, to my talented friend Mr. JOHN SCOTT 
 RUSSELL. I had the satisfaction of finding him as 
 thoroughly convinced as I was of the desirableness of 
 establishing an institution where the standard of techni- 
 cal progress might be conspicuously raised, and which 
 might serve as a centre for diffusing those scientific and 
 artistic attainments, in which we knew that foreign 
 workmen were beginning to make rapid strides. I sub- 
 sequently offered to subscribe 1,000 if my friend 
 should see his way to rousing public opinion in favour 
 of the scheme, and thus preparing its accomplishment 
 on a national scale. Unfortunately the apathy not to 
 say antipathy with which Science was then looked upon 
 by a large proportion of our educationalists, was not to be 
 overcome till the disparity of technical progress in this 
 country and abroad, had sufficiently accumulated up to 
 1867, to produce an educational crisis. Thus my small 
 pamphlet entitled "Notes on the Organization of an 
 Industrial College for Artisans," printed for private 
 circulation towards the end of 1851, shared the fate of 
 better seed similarly sown before the right season by 
 Dr. LYON PLAYFAIR and other precocious advocates of 
 what now no one contests. From that Pamphlet the 
 following suggestions are partly borrowed. 
 
 The PANTECHNIUM or CENTRAL INDUSTRIAL COLLEGE, 
 
should be so constituted, and on such a scale, that our 
 local Colleges would naturally look up to it, and that even 
 the best continental Institutions of the kind should not 
 look down upon it.* It should show judgment, fore- 
 thought, and economy in every feature, and be a model 
 institution in a model building, attracting from all parts 
 the best abilities, and radiating in all directions the 
 most genuine improvement. It would embrace Science 
 and Art, and the applications of both to technical pro- 
 cesses and practical workmanship, uniting with the 
 most suitable arrangements for sedentary study, spac- 
 ious technical laboratories and workshops. A system 
 of Technical Examinations, carried out on uniform 
 principles in all parts of the country as suggested above, 
 would materially facilitate the sifting of Candidates for 
 admission to the Central College, as well as the fail- 
 appropriation of numerous Exhibitions or Scholarships. 
 Conspicuous among the re wards to be adjudicated to 
 the most deserving students at the close of their one, 
 two, or three years' stay, according to the nature of 
 their studies, would be Diplomas of Competency to 
 become teachers at Colleges or Technical Schools in- 
 cluding the highest grades and latest improvements of 
 the respective Trades. More or less analogous to these 
 Diplomas, whether embracing collectively the whole of 
 the requirements of a given Trade, or separately record- 
 ing distinct attainments, would be those for Foremen or 
 Managers of Industrial Establishments. Some of the 
 more complex industrial occupations might possibly be 
 best perfected by special schools, as examples of which, 
 I may point to the School of Mines, the Agricultural 
 College at Cirencester, the Continental Schools for 
 Forestry, for Builders, &c. 
 
 * For an account of the "Technical Institute" at Zurich, the "Gewerbe 
 Schule " of Berlin, and the Technical Universities of Carlsruhe and Stuttgardt, 
 see page 40 of Dr. LYON PLAYFAIR'S Lectures on "Primary and Technical 
 Education," (Edinburgh : Edmonstoii & Douglas, 1870) and J. SCOTT RUSSELL'S 
 noble work " Systematic Technical Education for the English People," (Lori- 
 don : Bradbury, Evans & Co., 18C9.) The whole of Chapter VIII ia devoted 
 to Technical Colleges. 
 
113 
 
 A prominent feature of the PANTECHNIUM, and one 
 calculated to interest the public at large, would be its 
 indispensable NATIONAL INDUSTRIAL MuSEtFM, which 
 should aid in the formation of analogous local Museums, 
 not merely as serving as a pattern, but also by the various 
 means of active assistance which have been described 
 elsewhere, as benefits to be conferred by the judicious, 
 and not veiy expensive exertions of a Central Educa- 
 tional Authority. 
 
 Where should the Central Industrial College bo 
 located? This question, one of the first which present 
 themselves to the mind, is one of the most difficult to 
 solve, because it is only too easy to find fault with 
 almost every site likely to be suggested. The most 
 likely of all is a part of the vacant site at South 
 Kensington, at the disposal of Her Majesty's Commis- 
 sioners for the Exhibition of 1851, and there is no 
 doubt that for the student in general, and those in Art 
 Workmanship in particular, the proximity of the 
 collections which are or will be congregated in that 
 quarter, would be of great value ; but on the other hand 
 we must remember that the inmates of the PANTECH- 
 NIUM. though the very cream of the Working Classes, 
 would be and ought to remain for the most part bona 
 fide Working Men, who even as trained and certificated 
 Professors, would not put on gloves to wield the sledge- 
 hammer. I fear that the time spent by them amid the 
 splendour and gaiety of one of the most fashionable 
 parts of the Metropolis, might be little fraught with 
 present satisfaction, and less conducive to their future 
 contentment, and whilst I should be anxious to spare 
 the aristocratic inhabitants of the neighbouring 
 mansions some real and much imaginary annoyance, I 
 should be still more anxious to see our Artisan Students 
 located where, they might feel themselves at home, and 
 Ett liberty not only to dress and live according to 
 their means, but also to aemmplish without obstacle, the 
 practical union of NVork and Study, which forms so in- 
 
 11 
 
114 
 
 teresting a feature of that admirable Institution, the 
 CORNELL University, 
 
 It would not be difficult to find urban and surburban 
 sites infinitely preferable to a choice quarter of the 
 West End in these respects; there would be space for 
 ateliers on a full scale, where smoke and hammering 
 would not be pronounced intolerable nuisances, and 
 where communication with South Kensington would be 
 rendered sufficiently easy by means of modern locomo- 
 tion, to secure the few extra resources which the College 
 might not itself afford. There is one locality where, if 
 sufficient space could be secured by parliamentary 
 means, the PANTECHNIUM might be most eligibly located, 
 and brought into close association with a very promising 
 popular institution, for mutual benefit. That institu- 
 tion is the EAST LONDON MUSEUM, which thanks chiefly 
 to the untiring energy of our excellent friend MR. 
 ANTONIO BRADY, is now being erected in Bethnal Green. 
 I need not dwell on the instructive lessons of manufac- 
 turing and commercial industry which that end of 
 London would afford, or on the cheap resources which 
 it would present to a concourse of intelligent and 
 thrifty Working-class Students, or on the satisfaction 
 with which their advent would be hailed by a needy 
 and almost desponding population. I must confess 
 however that I am not personally acquainted with the 
 locality; nor am I sufficiently aware of the plans which 
 the Science and Art Department may have in view in 
 reference to the Museum in question, to be quite sure 
 that the proposed combination would be a harmonious 
 one. It is of paramount importance for the perma- 
 nently successful working of the various educational 
 institutions with which we hope to see the country 
 enriched, that their distribution should be made a 
 matter of long-sighted study, that those should be 
 united which may help each other, and those kept apart 
 of which the union might engender friction, or be a 
 practical incongruity. 
 
H. THE EDUCATIONAL SCHEME OP THE FUTURE. 
 
 I have already touched on the prejudice partly well 
 founded and partly groundless or exaggerated, which 
 prevails in this country as to Centralization, and ex- 
 pressed a hope that a clearer sense of duties and 
 interests, will bring about such an understanding 
 between the Government and the People, as may 
 render perfectly natural and unobjectionable, that the 
 former be entrusted with that amount of stimulating 
 and directing influence, as well as devising and creating 
 power, without which local energies would here remain 
 dormant, there be wasted in spasmodic exertions, 
 elseit'here be playing at cross purposes, and everywhere 
 be leaving links disconnected and gaps unfilled, I do 
 not however conceal from myself that the task of sys- 
 tematizing our Educational Institutions is by no means 
 an easy one. In a country where so many already 
 exist, and claim respect for their good points or 
 veneration for their past services, where the ground is 
 held by deep-rooted customs and prejudices, and where 
 vested interests are ever ready to defend their own, the 
 most desirable reforms might be jeopardized by urging 
 them on too fast, and it would be worse than futile to 
 attempt any sudden transition to a perfect state of 
 educational organization. But what can be done is, 
 after having collected and sifted the best information 
 and suggestions, to chalk out a comprehensive educa- 
 tional system designed to meet the following desiderata: 
 Firstly, It should blend as much as possible those 
 features which would everywhere be considered types 
 of excellence, with those specially required to meet the 
 
 H 2 
 
116 
 
 idiosyncrasies of this country, Secondly, Interference 
 with existing interests should be avoided, existing 
 institutions utilized, and voluntary aid turned to 
 account as far as consistent with the general weal. 
 Expecting existing interests, I may remark that 
 certain necessary portions of our future educational 
 system, which would raise a storm of antagonism if 
 announced for immediate execution, might gain easy 
 acquiescence on an understanding that their realization 
 would be postponed ; for men are more ready to be 
 patriotic at the expense of their successors than at 
 their own. Thirdly, Public opinion should always bo 
 treated with the greatest respect, but its verdicts must 
 be accepted with discrimination. It is subject to par- 
 oxyisms of energy which require clever management, 
 and fits of reaction or torpor which require patience. 
 On the whole it has advanced amazingly as regards 
 educational views within these last twenty years. 
 From this change its future progress towards thoroughly 
 rational principles may be fairly computed, and a 
 prospective scheme should be framed accordingly. 
 Fourthly, A sufficient amount of elasticity should 
 pervade the whole system, to allow of its being adapted 
 to unforeseen circumstances, and a large margin should 
 be left to the discretion of a competent and trustworthy 
 Executive. 
 
 Such are the principles on which I hope to see the 
 eminent men in whose hands lie our educational 
 destinies, marking out the " SCHEME OF THE FUTURE," 
 that immediate steps may be taken for realizing what 
 can at once be realized, and that all patriotic endeavours 
 may tend henceforward to concordant progress in the 
 right direction. 
 
 In the thirty-three years which have elapsed since 
 my return to England after imbibing a love of method 
 through a continental education, 1 have seen millions 
 expended without forethought or concerted action. 
 Railways and other public works have been constructed, 
 
buildings erected or altered, and establishments insti- 
 tuted which have not only not produced the amount of 
 good that might have resulted from their being made 
 parts of connected schemes, but have in many instances 
 been found after a certain number of years, to act as 
 vetos standing in the way of better things. Now I 
 sincerely trust that our future National Educational 
 System, for preparing which the present tone of the 
 public mind offers so peculiarly favourable a juncture, 
 will not be made up of desultory and incongruous bite, 
 but that first of all (I must be allowed to repeat this 
 essential principle), a comprehensive and homogeneous 
 plan will be devised, discussed, settled, marked out, 
 and its realization begun at once ; that every encourage- 
 ment will be given and every reasonable freedom of 
 action will be allowed to Individuals and Bodies willing 
 to co-operate with Government in the great under- 
 taking, subject nevertheless to such conditions as may 
 prevent cross-working, and make every particular part 
 fit in with the harmonious conception of the whole. 
 Thus by degrees a well concerted scheme may step by 
 step become a satisfactory reality, and the present age 
 may before its close, see in full operation an educational 
 machinery worthy of this enlightened country. It 
 was thus that my Father saw rising on the banks of the 
 Potomac towards the close of the last century, a few 
 buildings apparently disconnected, but which through 
 the progressive development of a plan judiciously 
 marked out in the wilderness, have become concordant 
 features of the great City of Washington. * 
 
 * For Supplementary Notes, see Appendix, No. 5, 
 
APPENDIX No; 1. 
 
 (See Page 11.) 
 
 SYNOPSIS 
 
 OF THE CHIEF SERIES OF ILLUSTRATIONS DISPLAYED IN 
 THE TWICKENHAM ECONOMIC MUSEUM. 
 
 CLASS I BUILDING DESIGNS * 
 
 Preliminary Illustrations. Homes of the People in former 
 times and foreign countries Designs, and Models to scale, 
 for healthy and comfortable abodes in town or country.** 
 Cit6i Ouvrttres. Model Villages, &c. Designs for Establish- 
 ments of all kinds, for public advantage or for the benefit of 
 the Poor. Illustrations of the best construction of the several 
 parts of buildings. 
 
 CLASS II. MATERIALS FOR BUILDING AND FOR 
 FURNITURE. 
 
 Educational and Commercial Series of the chief varieties of 
 Stone. Mortar and Cements. Artificial Stone. Bricks and 
 Tiles. Paving Materials. Koofing Materials. Wood of var- 
 ious kinds for building, furniture, &c., with botanical illustra- 
 tions. Processes for preserving and rendering fireproof. 
 Varieties of Window Glass, and processes of manufacture. 
 Materials and appliances for house-painting, whitewashing, 
 staining, and other decorative purposes. Paper-hangings. 
 
 CLASS III. FIXTURES, FURNITURE, AND HOUSEHOLD 
 
 UTENSILS. 
 
 Educational Series of the Metals, from the Ore to the 
 prepared state. Alloys. Building Ironmongery, includ- 
 ing fastenings of every description, and a priced series of 
 articles required for a Model Dwelling. Appliances for water- 
 supply. Filters. Appliances for warming, cooking, &c. (Grates, 
 Stoves, and other cumbersome articles, are collected for a more 
 convenient display, in a special part of the building.) Select 
 examples of household ware and furniture, showing the various 
 ways in which things are made in this country and abroad, 
 and the relative advantages. Articles supplied by the Furnish- 
 
 * This class is calculated to afford, in conjunction with the following ones, every 
 information and guidance to persons desirous of erecting improved dwellings for the 
 Working Classes. 
 
 ** Much attention has been bestowed on this Department, which now comprises a 
 numerous selection, classified and catalogued. 
 
IIS 
 
 iiig Ironmonger and Cutler, the Gasfitter and Lampist, the 
 Earthenware, China and Glass dealer, the Turner and Brush- 
 maker, the Upholsterer, &c. 
 
 CLASS IV. TEXTILE MATERIALS, FABRICS AND 
 
 COSTUMES. 
 
 Preliminary Illustrations. Dyeing, c. Materials as pro- 
 duced, and in various stages of preparation for the loom. 
 Matting, Drugget, Carpets, and the like. Textile fabrics of 
 all kinds for household purposes, and for apparel. Trim- 
 mings. Accessories of Dress. Priced List of Outfits, suited 
 to the various requirements of the Working Classes. Select 
 articles of Hosiery, ready-made Clothing, and Coverings of 
 every description, for men, women, and children, with illustra- 
 tions of the manufacture of Waterproof Articles, Hats, Shoes, 
 &c. Clothing for infants used in several countries of Europe. 
 Specimens, models, and prints of the Costumes of various 
 parts of the world. 
 
 CLASS V. FOOD, FUEL, AND OTHER HOUSEHOLD 
 STORES. 
 
 Preliminary Illustrations of the philosophy of Nutrition. 
 Proximate constituents of Food. Dietaries. Unwholesome 
 Food. Adulterations. Preservation of Food. Culinary 
 Science. Food Auxiliaries: Water. Salt. Food supplied 
 by the Animal Kingdom, including mammalia, birds, fish, 
 shellfish, eggs, milk, c. Food supplied by the Vegetable 
 Kingdom, including: cereals; leguminous seeds, or pulse; roots, 
 and bulbs ; vegetables of which the stalk, leaves, or tops are 
 chiefly eaten ; fruits ; flowerless plants available for food ; 
 secreted and extracted products ; cakes and confectionary ; con- 
 diments. Narcotics. Cocoa, coffee, tea, and their substitutes. 
 Fermented and distilled liquors. Refreshing drinks. 
 
 Fuel of all kinds, and materials tor ignition. Lighting 
 materials. Stores for washing, cleaning, scouring, &c* 
 
 CLASS VI. SANITARY DEPARTMENT. 
 Public Works for protection against inundations, &c., for 
 the improvement of unhealthy districts, for water-supply, 
 sewerage, &c, Appliances for the ventilation of dwellings, 
 for preventing inconvenience from clamp, smoky chimneys, 
 noxious effluvia, &c, Disinfectants. Appliances for Hygienic 
 Exercises. Baths and other means for promoting a healthy 
 condition of the skin. The Hygiene of Dress. Nursery 
 appliances. Orthopedic apparatus. Crutches. Artificial limbs. 
 
 * It would be optional, in adopting the general plan of the present classification, to 
 form a distinct class of ' Materials and Appliances for Warming, Lighting and Cleaning/' 
 
120 
 
 Dentistry. Means of relief for deafness, defective vision and 
 weakness of the eyes. Means of occupation for the blind, and 
 specimens of their work. Appliances for the sick-chamber. 
 Means of comfort for invalids. Household remedies. Educa- 
 tional series of drugs commonly used, with botanical illustra- 
 tions. Medicinal herbs. Popular patent medicines, with their 
 composition. Drug adulterations. Injurious articles likely to 
 be mistaken for medical substances. Antidotes and treatment 
 for poisons and venoms. Prints of poisonous plants, venomous 
 reptiles and insects, noxious fish and mollusca, animals in a 
 rabid state, &c. Means of safety from, and destruction of 
 beasts of prey, house and field vermin, &c. Means of safety 
 or relief from the effects of excessive heat or cold, from asphyxia, 
 drowning, shipwreck, lightning, fire, accidents, and discomforts 
 in travelling by railway or otherwise, accidents to which child- 
 ren are liable, &c. Prevention of the injuries and diseases 
 which specially attach to industrial occupations.* Articles of 
 which the manufacture is injurious. Eligible substitutes. 
 
 CLASS VII. HOME EDUCATION. SELF INSTRUCTION. 
 RECREATION. 
 
 H0rne education of children. Instructive toys. Educational 
 prints and cabinets. Adult self-instruction and scientific 
 recreation. Illustrations of the various Sciences. Cheap and 
 serviceable apparatus, for in or out-door studies. Formation of 
 Herbaria, &c. Illustrations of the Arts of Designs and Poly- 
 graphic Arts, showing the processes employed, and the respec- 
 tive results. Instruction in the principles of taste, in outline, 
 colour, and subject ; select prints, figures, and other articles 
 for Cottage Decoration. Music, vocal and instrumental, in 
 its popular applications. Modes of instruction and notation 
 adopted in various countries. Rational Games. Gymnastic 
 Exercises. 
 
 CLASS VIII. MISCELLANEOUS ARTICLES, NOT REFERABLE 
 
 TO THE FOREGOING CLASSES. 
 
 Scientific appliances for household use, including clocks, 
 barometers, thermometers, scales and weights, measures, &c. 
 Stationery in all its departments. Miscellaneous Household 
 Requisites. Toilet articles. The Housewife's Work Box, 
 Female handwork of all kinds. The Cottager's and Emigrant's 
 assortment of Tools for carpentering, shoemaking and farriery. 
 Garden and field implements. Seeds for horticulture and 
 small husbandry. Resources for barren localities, Appliances 
 
 * This important subject was brought under the notice of the Society of Aiis in 1854* 
 under the name of Industrial Pathology. 
 
121 
 
 for locomotion and the conveyance of burdens. Contrivances 
 of all kinds for lightening labour. Special requirements of 
 Travellers, Emigrants, &c. Self-help for emergencies. Samples 
 of Museum Fittings and Appliances, with estimates for the 
 use of persons desiring to form Economic Collections on any 
 scale of development, 
 
 CLASS IX. THE ECONOMIC LIBRARY. 
 
 Books, pamphlets and documents, (British and Foreign,) 
 selected and arranged for convenience of reference in matters 
 of domestic, sanitary, educational, and social economy, and 
 practical benevolence ; especially intended for the use of per- 
 sons engaged in the organization of Provident and Charitable 
 Institutions, and of Clergymen, Medical Men, Schoolmasters, 
 and others entrusted with the bodily welfare, or intellectual 
 guidance of the People. 
 
 Part I of a Descriptive Catalogue has been printed for 
 private circulation, under the title of " Handbook of Economic 
 Literature." 
 
 The value of sound principles of Household and Health 
 Economy for all classes of society, is rapidly gaining a due 
 appreciation both in this country and abroad, and it is to be 
 hoped that the effective means for imparting them exemplified 
 by the Twickenham Museum, will obtain ready and general 
 adoption, Of course, Economic Collections may vary infinitely 
 in scale and character ; they may be blended with almost every 
 rational device for popular recreation, and made a place of 
 resort for the sight-loving as well as for the studious portion 
 of the public ; they may be established on purely philanthropic 
 or on partly commercial principles ; they may respond to the 
 special pursuits of any class of men, agricultural, mining, manu- 
 facturing, commercial, seafaring, military, etc., and be made to 
 represent the requirements and resources of any race, climate, 
 or locality. In certain seaports, Emigration will claim a dis- 
 tinct collection, and suggest a most interesting one. Mechanics' 
 Institutes, and other Associations for self-improvement, should 
 allot a space to the illustrations of the Science of Common 
 Life, for which tradesmen will readily supply samples, whilst 
 some of the members will take charge of the manual, others of 
 the intellectual labour. Educational establishments, even down 
 to the village school, should get up their appropriate cabinets 
 of useful and entertaining objects, on nearly the same co- 
 operative plan. 
 
122 
 
 In all these cases, there will be an interesting scope for the 
 exercise of discernment and forethought in the selection of the 
 series to be included, and in the utilization of every available 
 resource for illustrating them. These considerations, as well 
 as the amount and nature of the disposable space, will in 
 some measure, determine the arrangement of the articles, and 
 even of the departments ; but generally speaking, the classifica- 
 tion above given, which is the result of much practical experi- 
 ence, will be found to afford convenient and reliable guidance. 
 An important point to be borne in mind is that, in each 
 department, the illustrations are to be, as nearly as possible, 
 those which a popular lecturer would wish to place before his 
 audience, and that the pith of what he would say is to be 
 appended, as far as space may allow, in the form of readable 
 and familiar labels. Specimens of these, together with draw- 
 ings and estimates of cheap and compact fittings and appliances, 
 many of which are of peculiar contrivance, will be forwarded 
 to persons who may be prepared to organize economic collec- 
 tions for public advantage. In certain cases duplicates will be 
 distributed and other assistance afforded, 
 
APPENDIX No. II. 
 
 (See Page 20.) 
 
 The following is the substance of the Programme of the Popu- 
 lar Lectures described in SECTION 2. 
 
 SCIENCE MADE EASY. 
 
 FAMILIAR LECTURES 
 
 ON THE 
 
 APPLICATIONS OF SCIENCE 
 
 TO 
 
 THE KEQUIREMENTS OF DAILY LIFE, 
 
 Offered gratuitously to Institutions established for the promotion of 
 
 POPULAR IMPROVEMENT. 
 
 FOURTH SEASON, 1869-1870. 
 
 This connected course of Lectures is intended to unite in 
 an entertaining form, those elements of practical knowledge 
 which most essentially tend to the promotion of health and 
 comfort, and constitute the ground-work of DOMESTIC AND 
 SANITARY ECONOMY. It has been carefully prepared by MR. T. 
 TWINING, who supplies Illustrations of every kind from his 
 ECONOMIC MUSEUM, and undertakes the whole of the 
 expense involved in the delivery of the Lectures in London or 
 the Suburbs, on condition that the public be admitted FKEE ; 
 the recreation and practical benefit of the "Working Classes 
 being the sole object in view. 
 
 ME. WILLIAM FREEMAN, 
 
 Curator of the Twickenham Economic Museum. 
 
 gemonstrafor : 
 MR. WILLIAM HUDSON, 
 
 Of London University, Secretary & Chemical Superintendent of the Museum. 
 
 Applications for the Lectures may be addressed to T. TWINING, 
 ESQ., Pcrryn House, Twickenham. 
 
124 
 SYLLABUS. 
 
 LECTURE I. 
 INTRODUCTION. 
 
 Definition of Domestic and Sanitary Economy, or the 
 Science of Common Life. Particular importance of its study 
 for securing health and comfort. Necessity for a preparatory 
 knowledge of the Elementary Sciences on the application of 
 which it is founded. 
 
 MECHANICAL PHYSICS. 
 
 The three conditions of matter : solid, liquid, and gaseous. 
 Distinctive properties of solids: compactness, porousness; 
 comparative hardness; brittleness, toughness, malleability, 
 ductility, tenacity; flexibility, elasticity; sonorousness; 
 opacity, translucidity, transparency. Crystallization. Out- 
 ward forms of bodies. 
 
 Gravitation. Weight; specific gravity of solids. Com- 
 parative density of liquids, areometers. Weight of Air. 
 Comparative density of gases, balloons. 
 
 Inertia ; momentum ; centrifugal force. 
 
 LECTURE II. 
 
 MECHANICAL PHYSICS, continued. 
 
 Gravity as a motive power; increasing velocity of falling 
 bodies. 
 
 Theory of the centre of gravity, illustrated by numerous 
 examples of its application. 
 
 Important mechanical law of the inverse ratio of power 
 and speed. The lever; the pulley; the inclined plane; the 
 wedge ; the screw ; the roller, and the wheel and axle. 
 
 Rationale of wheel carriages. 
 
 LECTURE III. 
 
 MECHANICAL PHYSICS, concluded. 
 
 Notions of Aerostatics and Hydrostatics. Phenomena 
 connected with the pressure of air and of water, and rationale 
 of their most useful and interesting applications; including 
 the diving bell, the syphon, the common and the forcing 
 pump, the barometer, &c. 
 
 Notions of Acoustics. Production and transmission of 
 Sound. 
 
125 
 
 LECTURE IV. 
 CHEMICAL PHYSICS, 
 
 General considerations concerning Light, Heat, Electricity 
 and Magnetism. 
 
 Light: its production and transmission. Reflection, re- 
 fraction, and their practical applications. Decomposition of 
 the solar ray ; phenomena of colour. 
 
 Heat: Expansion of solids. Expansion of liquids; ther- 
 mometers. Expansion of gases ; artificial ventilation. Mode 
 of heating liquids. Transmission of heat, by contact and by 
 radiation ; comparative conductibility and radiating power of 
 various substances and surfaces. Changes of the condition of 
 matter produced by heat or cold. Interesting and important 
 phenomena connected with the boiling of water, and the 
 generation of steam. Production of cold by evaporation. 
 
 LECTURE V, 
 INORGANIC CHEMISTRY. 
 
 Chemical attraction or affinity. Difference between mix- 
 ture and combination. Synthesis and Analysis. 
 
 Simple or elementary bodies. The most important of the 
 non-metallic elements, viz.: Oxygen, Hydrogen, Nitrogen, 
 Chlorine, Carbon, Sulphur, Phosphorus, and Iodine. The 
 Metals. 
 
 Experimental illustrations of the combinations of the 
 Elements, including the phenomena of combustion, the 
 decomposition and recomposition of water, &c. 
 
 Acids. Metallic Oxides. Earths. Alkalies. Neutral* 
 ization. Salts. Solution. Crystallization. Precipitates. 
 
 LECTURE VI. 
 ORGANIC CHEMISTRY. 
 
 Difference between Organic and Inorganic bodies. 
 How to Analyse Flour, Milk, &c. Fibres, Starches, Gums, 
 and Sugars. Oils and Fats. Resins, Balsams, and Essential 
 Oils. Fermentation. Malt, Alcohol, Ether, and Chloro-. 
 form. Breadmaking. Vegetable Acids. The Alkaloids. 
 Colouring Matters. Constituents of Eggs, Meat, and Cheese. 
 Gelatin. Conclusion. 
 
 LECTURE VII. 
 OUTLINES OF NATURAL HISTORY. 
 
 The three Kingdoms of Nature. 
 
 Purposes of Geology and Mineralogy, 
 
126 
 
 System of Classification adopted by Botanists. 
 Divisions of the Animal Kingdom adopted by Zoologists, 
 Eeview of Patterson's Zoological Diagrams. 
 
 LECTURE VIII. 
 HUMAN ANATOMY AND PHYSIOLOGY. 
 
 The bony framework of our system. 
 
 Eeview of the chief organs and of their functions: The 
 Brain and the Nervous System. The Organs of Motion. The 
 Blood; its composition, its circulation, its heat producing 
 functions. The Lungs and Eespiration. 
 
 LECTURE IX. 
 HUMAN PHYSIOLOGY, continued, 
 
 Effects of Eespiration in crowded dwellings. Importance 
 of Ventilation. 
 
 Necessity of Nutrition. The organs and functions of 
 Nutrition. The Senses: Sight, Hearing, Smell, Taste, and 
 Touch. The Skin; its functions, and the care required for 
 preserving their healthy action. The Nails. The Hair. 
 
 Advantages to be derived from the study of Physiology, 
 and manner in which it should be conducted. 
 
 Lectures on tJie following subjects are in preparation : 
 
 DWELLINGS AS THEY SHOULD BE, AND THE ART OF CON- 
 STRUCTING THEM. BUILDING MATERIALS. FIXTURES, FURNI- 
 TURE AND HOUSEHOLD UTENSILS. TEXTILE MATERIALS, 
 FABRICS, DRESS. FOOD. WARMING, LIGHTING, AND CLEAN- 
 ING. PUBLIC AND PERSONAL HYGIENE. SAFETY FROM INJURY, 
 AND MEANS OF RELIEF, HOUSEHOLD MANAGEMENT, &C, 
 
APPENDIX No. III. 
 
 (See Page 102) 
 
 NOTES CONCERNING THE FORMATION OF AN EAST LONDON 
 
 MUSEUM. 
 
 N,B. These suggestions were submitted to my friend Mr. 
 ANTONIO BRADY, some years ago, when the scheme for which he 
 has since succeeded in obtaining valuable Government Aid, was 
 proposed to be realized by local subscriptions. My motive for 
 now appending them to the present Memorandum is that they 
 serve to elucidate my ideas as to the manner in which Science 
 and Art Collections may be moulded into special forms for 
 special purposes, and made up, together with appropriate 
 accessories, into popular Institutions calculated to attract, 
 instruct and humanize. The scale of development which I 
 had contemplated for East London will suggest that which 
 might suit a Maritime City, such as Liverpool, Bristol, Newcastle 
 or Hull, or with certain alterations, an inland one such as 
 Manchester, Leeds, or Birmingham, subject to due allowance 
 for existing Institutions. 
 
 GENERAL EEMARKS. 
 
 " The rich must not be content to do some amount of good 
 with their money; they must do their very best, carefully 
 weighing the several claims on their benevolence, and earnestly 
 devoting their time, their intelligence, and their means, in those 
 directions where they may hope to achieve the greatest amount 
 of practical and permanent good." 
 
 " Any large sums expended in the formation of an East Lon- 
 don Museum on any other principles than these, would give 
 rise to legitimate complaints that they are diverted from more 
 urgent appeals of public and private charity, in a district where 
 much poverty and suffering exist. We must therefore consider 
 how we can make a Museum a means of practical, incon- 
 testable, and paramount benefit to the million." 
 
 "For this purpose we must measure out sparingly and 
 methodically our limited funds and space. We must carefully 
 adapt our means of instruction to the capacities and require- 
 ments of the populations which we aspire to instruct. We 
 must equally avoid admitting things which can only be 
 appreciated by men of science or erudition, and mere curiosities 
 without educational meaning. We must refuse articles of 
 which the interest is great, if their bulk is still greater. We 
 must take care not to be seduced by the liberality of our 
 friends, to the acceptance of whole collections, of which a 
 portion only is suited to our purpose, and we must refrain 
 from indulging in the development of any one department 
 beyond its due proportion to the rest." 
 
128 
 
 " The course of our future operations will unavoidably be to 
 a certain extent influenced by circumstances ; but we must 
 endeavour to keep them essentially true to their purpose, and 
 to make them systematically tend to the accomplishment oi' 
 a preconcerted and well considered programme of popular 
 instruction. Carefully selected, well classified, and fully 
 labelled Collections, suited for illustrating appropriate courses 
 of Lectures, should afford to the industrious classes a ready 
 means of acquiring that knowledge of general and technical 
 Science, and that insight into the refinements of Art, which 
 may best qualify them for their present or intended trades. 
 We must seek to bring together in a popular and attractive 
 form, all that is required for teaching the rich man how to 
 help his less fortunate neighbour, and the poor man how to 
 help himself and his family. We must try so to organize cer- 
 tain other departments, that they may present an unceasing 
 succession of novelties, and we must in general do all that can 
 consistently and unobjectionably be done, to render our 
 Museum a favourite popular resort. Knowledge will not be 
 sought unless it be made attractive, and an establishment of 
 this kind, if not used, is not useful." 
 
 OUTLINES OF AN EAST LONDON MUSEUM. 
 
 " N.B, The illustrations of each department, besides being 
 as far as practicable explained by instructional labels in suita- 
 ble type, will be at certain times orally explained by com- 
 petent Demonstrators ; moreover they will, as far as possible, 
 be so arranged as to be easily conveyed to the Lecture Hall 
 or Class Eoorns." 
 
 A GALLERY OF DOMESTIC AND SANITARY ECONOMY. 
 " On the plan of the Twickenham Economic Museum, with 
 the omission of certain parts of Class VII (Education) which 
 will be enlarged to form Special Galleries." 
 
 B GALLERY OF POPULAR SCIENCE. 
 
 " Elementary Educational Illustrations of the various 
 branches of Natural History and Philosophical Science, 
 specially selected with a view to the Science Lectures and 
 Classes." 
 
 C GALLERY OF INDUSTRY. 
 
 " Technological Illustrations for the furtherance of industrial 
 knowledge and ability, in connection with the Society of Arts' 
 Movement for improving the technical training of Artisans." 
 
 D GALLERY OF COMMERCE. 
 
 " Eorming a convenient repertory of Commercial Samples, 
 especially foreign and colonial, with a constant supply of 
 appropriate information." 
 
129 
 
 E GALLERY OF INVENTIONS. 
 
 " For the temporary exhibition of new and interesting inven- 
 tions and improvements, which will be explained by competent 
 Demonstrators, as at the Polytechnic Institution." 
 
 F GALLERY OF ART, 
 
 ''Intended to chasten and develop public taste, and to raise the 
 standard of Art Workmanship. A School of Art to be annexed." 
 
 G GALLERY OF Music. 
 
 "Consisting of a Music Hall with Class Rooms for instrumen- 
 tal and choral instruction and practice. Along the walls will 
 be disposed illustrations of the History of Music, and of the 
 several systems of Notation and Tuition used in various 
 countries, cheap and good Instruments for the Million, &c." 
 
 H GALLERY OF LITERATURE. 
 
 " A Library of Reference for the various branches of informa- 
 tion represented by the several Galleries. A Libraiy of Pure 
 Literature with arrangements for circulation. A popular Read- 
 ing Pvoom on the most approved Plan." 
 
 MISCELLANEOUS. 
 
 " Board Room, and Office accommodation. A Lecture Hall 
 to contain persons, with facilities for rapid egress 
 
 in an emergency. Class Rooms for popular branches of study. 
 Accommodation for recitation and discussion meetings, &c. 
 Facilities for every kind of unobjectionable Recreation. 
 Facilities for indoor exercise.* A well organized Refresh- 
 ment Department, in proximity to the Recreation Department 
 and the Reading Room." 
 
 " Lavatories and other sanitary conveniences." 
 
 " Portraits of men distinguished in the various specialities to 
 which the building is devoted, and of Working Men who by 
 their honorable industry have raised themselves to eminence, 
 will be distributed wherever space is appropriately available, 
 as also other devices calculated to rouse the mind to useful 
 activity, or to diffuse in an enlightened and conciliatory spirit, 
 the precepts of Christian morality." 
 
 P.S. Since the foregoing was written, I have prepared the 
 outlines of a Collection of objects connected with EMIGRATION, 
 designed either to form a Gallery of the East London Museum, 
 or to be developed separately on a larger scale, so as to form a 
 MUSEUM OF EMIGRATION. It would comprise whatever is best 
 calculated to afford reliable guidance, and useful hints, respect- 
 ing : firstly, the choice of the future Fatherland ; secondly, 
 the Exodus ; thirdly, the new Home ; fourthly, instruction and 
 recreation for self and the rising family. 
 
 * Should space allow, arrangements would be made for out-door games and exercises, 
 drilling, <tc. 
 
APPENDIX No, IV. 
 
 (See Page 102) 
 
 SUGGESTIONS FOR A DISTRICT MUSEUM OF SCIENCE, ART, 
 AND INDUSTRY, 
 
 (These notes were originally prepared with a view to the require- 
 ments of South London, and might meet those of a provincial 
 Toivn,) 
 
 Of paramount importance to Working Men are :- 
 
 1st, A thorough knowledge of their respective trades or 
 occupations. 
 
 2nd, That insight into the rationale of " Common Things," 
 which may enable them to turn their earnings to the best 
 account, and to secure, as far as possible, Health and Comfort 
 for themselves and their families, 
 
 In order to meet in some measure these requirements among 
 the industrial population of the South of London, it is proposed 
 to form an Institution, which, limited at first according 
 to available means, may ultimately unite the following- 
 advantages : 
 
 a, A large Lecture Hall, and Eooms for Class Instruction. 
 
 I. A School of Design, in connection with the South 
 Kensington Science and Art Department. 
 
 c. A permanent Collection of Paintings, Drawings, Casts, 
 and other objects appertaining either to high art, or to decora- 
 tive art, and carefully selected with a view to raise the standard 
 of taste, and to facilitate the progress of art workmanship. 
 
 d. Arrangements for the safe display of Works of Art, lent 
 for limited periods. 
 
 e. A collection of apparatus, specimens, diagrams, &c., to 
 serve for Lectures and Classes on the Elements of Physics, 
 Chemistry, Natural History, and Physiology, as far as they are 
 required for understanding the Laws of Health and Comfort, 
 or as a foundation for Technical knowledge. 
 
 /. A Museum of Domestic, Sanitary and Industrial Economy, 
 designed to unite, as far as possible, whatever may tend by 
 visual instruction, to improve the condition of the Working 
 Classes, in their workshops or in their homes, giving an insight 
 into industrial materials and processes, and a thorough acquaint- 
 ance with the resources of domestic life. 
 
 f/. A library, to include a selection of publications relating to 
 Elementary Science, and Domestic and Sanitary Economy, as 
 well as the best English and foreign Handbooks of Trades. 
 
131 
 
 Every exertion within the means of the Institution would be 
 made to supplement by gratuitous or cheap instruction, what- 
 ever may be at present defective in the system of Apprentice- 
 ship, and to afford a sound scientific foundation to any who 
 may be desirous of thoroughly studying their respective 
 callings. 
 
 Special facilities would be provided for females wishing to 
 perfect themselves in the various occupations suited to their 
 sex, and especially in a knowledge of all that appertains to 
 Domestic Economy, including the management of Children and 
 the care of the Sick. 
 
 Music, and other eligible recreations would be duly promoted, 
 and if possible, facilities afforded for gymnastic exercises under 
 shelter. 
 
APPENDIX No. V. 
 
 SUPPLEMENTARY NOTES. 
 
 The following miscellaneous Notes may serve to indicate by 
 way of example, the kind of measures which I should wish to 
 see undertaken in connection with the general educational 
 movement now in progress. 
 
 Beginning with the desiderata of the higher order, I will 
 borrow from a letter addressed to a Friend a few months since, 
 the following suggestions : 
 
 " PANATHEKEUM OF SCIENCE AND ART." 
 
 " The whole available portion of the space surrounding the 
 Horticultural Grounds at South Kensington, (beyond tha,t 
 required for the annual International Exhibitions,) might be 
 marked out for receiving by successive instalments, the several 
 parts of a vast Panathenceum of Science and Art, fully deserv- 
 ing by its style of Architecture, by its various appropriations, 
 and by its connection with the conceptions of the late Prince 
 Consort, to be called a National Edifice. Among those ap- 
 propriations I will merely mention the following: (a.) All 
 that is required for giving the last finish to the highest class 
 of instruction in the Fine Arts, short of a journey to Eome. 
 Studios to be provided on attractive terms for Artists of 
 acknowledged eminence, who would enjoy the advantages of 
 a refined artistic club, and exercise through their coalition a 
 vast amount of stimulating and guiding influence in the artistic 
 world, (b.) A complete Conservatoire de Musiqiw, contiguous 
 to the Albert Hall which would serve for occasional public 
 performances by the eleves. (c.) A scientific University, unit- 
 ing the highest aspirations with the best conveniences of the 
 most renowned foreign scientific Establishments. The Courses 
 given and discussion Meetings held there, would embrace the 
 most theoretical points of scientific research, and satisfy the 
 wishes of those who study Science for its own sake ; but care 
 should also be taken to meet every practical requirement of 
 advanced students desiring to become first-class Engineers, 
 Managers of Mines or Factories, &c. :> 
 
133 
 
 The following is an enumeration of Programmes and oilier 
 suggestive Papers, which I should be liaijjyy to place at the dis- 
 posal of a nij Members of our Council wlio might be interested in 
 promoting the objects to ii'hich they refer. 
 
 HYGIENE IN THE MEDICAL CURRICULUM. 
 
 a. Correspondence and Memoranda (chiefly dated 1866) 
 respecting proposals for instituting at University College a 
 Course of twenty-five Lectures on Public, Domestic, and Per- 
 sonal Hygiene. The accomplishment of this project was 
 checked by the unfortunate illness of my talented Friend Dr. 
 CT. HARLEY. 
 
 b. Papers (dated end of 1868 and beginning of 1869) relat- 
 ing to a proposal for special and tentative PRIZE EXAMINATIONS 
 IN HYGIENE at University College.* These papers include 
 materials for a detailed Syllabus, from the introduction to 
 which is borrowed the following classification of subjects : 
 
 Firstly, Measures in reference to endemic and epidemic 
 diseases; improvements in the drainage, water supply, and aera- 
 tion ofpopulous localities, and other sanitary desiderata of a Pub- 
 lic nature, which Medical Men may have opportunities for 
 promoting as Officers of Health, Inspectors of Sanitary Estab- 
 lishments, Advisers of Vestries and other Local authorities, 
 Witnesses before Parliamentary Committees, and otherwise. 
 Secondly, The application of scientific principles to the 
 design, construction and contrivance of DWELLINGS in Town and 
 Country, and to those Departments of DOMESTIC ECONOMY 
 which have a direct bearing on the Health and Comfort of the 
 Inmates. 
 
 Thirdly, Matters of PERSONAL HYGIENE, in which both 
 youth and adults require a friendly guidance, and in which 
 Parents in particular should be taught to be the Instructors 
 of their Children. 
 
 Fourthly, The accidents or gradual injuries to Health which 
 attach to various Trades and Occupations. 
 
 The adoption of HYGIENE in this Country as a standard 
 element in the official Curriculum of Medical Studies, will 
 have a very great influence in promoting its diffusion as a part 
 of general education throughout the Country, and this adds to 
 the satisfaction with which I see a prospect of its recognition 
 in an improved system of Medical Examinations, now under 
 the serious consideration of Government. 
 
 The benefit which would result to the Public in general, and 
 
 * The examination scheme was superseded through the important determination 
 happily arrived at by the Council of the College, to institute a regular chair of HvHoue. 
 
134 
 
 to the Working Classes in particular, from an increased atten- 
 tion to Hygiene on the part of Medical Men, is easy to imagine. 
 Even if sound notions as to the causes and prevention of bodily 
 suffering should become general through the adoption of educa- 
 tional measures more or less similar to those proposed in this 
 Memorandum, yet still whenever the collective efforts of the 
 Volunteers of Health are required for overcoming a common 
 enemy, they must be led to victory by MEDICAL OFFICERS. 
 
 c. Outlines of Classification for a comprehensive MANUAL OF 
 HYGIENE. I was led to prepare the paper here referred to, through 
 the wants and difficulties which arose in attempting to make 
 provision of suitable Class Books, for the earnest and methodical 
 study of Hygiene mentioned above. There is no absolute lack 
 of valuable information, but it is scattered in different Books 
 and Periodicals, not all in English, and not always free from 
 the admixture of uncertain theories, unsifted data, and in- 
 terested or prejudiced appreciations. My wish is to see brought 
 out under the auspices of a Body affording the most reliable 
 guarantees, and in a style of completeness which I should be 
 happy to promote by pecuniary advances, a Standard Work 
 jointly elaborated by first-rate Men, and which in matters of 
 Public, Domestic, 'Personal, and Technical Hygiene, may not 
 only be a Cyclopaedia of reference for Officers of Health, and 
 other advanced Hygienists, and a normal Text Book for Medi- 
 cal Students, but may also serve as an acknowledged sourou 
 whence the instruction required by the various classes of the 
 community may be made to flow to them, at various levels, 
 through appropriate channels. At the same time this digest 
 of the Laws of Health should recommend itself to the general 
 reader, by a clear and easy style, free from all unnecessary 
 technicalities ; but he would be expected to have a good previ- 
 ous acquaintance with Natural Science. 
 
 Hygiene when taken in the above comprehensive sense, 
 extends over by far the greater portion of the ground which 1 
 have described in this Memorandum as occupied by the Science 
 of Common Life ; but in the ordinary acceptance of the word 
 Hygiene, certain considerations have too often been omitted, 
 without which Hygienic knowledge cannot satisfactorily be 
 applied to the benefit of the Million. Matters savouring of 
 Domestic Economy have been looked down upon by those 
 who could have brought most Science to bear on them, and 
 neither the means nor the inclinations of the class of people 
 to be benefited, have always been sufficiently attended to, 
 Yet it is of little avail to recomineii4 an article of Food on 
 
135 
 
 account of its nutritiveness, unless it be palatable, or a mattress, 
 be it ever so sanitary, unless it be comfortable to lie on ; and 
 if they are so far right, the further question has still to be 
 considered, are they cheap enough for general use ? Again it 
 is in most cases necessary to look into the technology of the 
 things used in Daily Life, in order to understand whether and 
 why that use is to be recommended, and also whether and how 
 adulteration and fraud are apt to creep in to the detriment of 
 health. 
 
 It is through considerations like these, that I have been 
 induced to adopt the term PRACTICAL BIONOMY, as coupling 
 with the ordinary range of hygienic knowledge, all that might 
 most effectively tend to make it the purveyor of COMFORT as 
 well as of HEALTH. 
 
 HEALTH AND COMFORT FOR SEAMEN. 
 
 Such is the title of two Lectures in an advanced state, 
 besides which I have in hand the Programme of a more ex- 
 tended Course for Commanders and Officers of Vessels not 
 having a Surgeon. 
 
 Though I have endeavoured to make the scope of my Popu- 
 lar Course embrace as large a proportion as possible of the 
 Working Class, yet there are certain industrial denominations 
 which must necessarily be taken by themselves in any attempt 
 at improvement. Such is particularly the case with SAILORS. 
 The praiseworthy endeavours of the Rev. DAN GREATOREX at 
 that invaluable Institution, the Sailors' Home in Well Street, 
 and among other things the trial there of one of the Lectures 
 of my Course, have established the fact that seamen can under 
 favourable circumstances, be induced to listen attentively to a 
 Lecture or two even of a scientific character. But they cannot 
 be expected to attend a Course, and I am consequently 
 endeavouring to condense into two Lectures the most essential 
 points of what may be called NAUTICAL HYGIENE. As regards 
 the intended Course for Commanders and Officers in the Mer- 
 chant Service, I need scarcely say how very important it is 
 that they should know how Health and Comfort may best be 
 promoted by them under the peculiar circumstances of nauti- 
 cal life, and in particular how vitally urgent it is that those 
 who in the absence of a Surgeon are entrusted with the regula- 
 tion Medicine Chest, should have some kind of regular training 
 to a judicious use of it. Nothing seems more natural than 
 that Candidates for Captains' and First Mates' Certificates, 
 should be required to give proof of such training in their 
 Examination, and it is my object, firstly, to show that the 
 
136 
 
 amount of knowledge required, together with the scientific 
 foundation on which it must indispensably rest, may by a 
 careful selection and adaptation, be brought quite within a 
 manageable compass ; and secondly, to endeavour to raise in the 
 proper quarter, on the one hand a determination to require 
 strictly the knowledge in question, and on the other hand a 
 willingness to afford on the most inviting terms, convenient 
 opportunities for acquiring it. 
 
 I should be equally happy to place in the hands of any 
 friends interested in these matters, a detailed Syllabus of two 
 Lectures on FRESH Am and PURE WATER, specially designed 
 for the poorer class of Irish Labourers in London ; and a sketch 
 of two Lectures on " Cholera and its Prevention ; " also a 
 paper on Theatrical Representations as a means for raising 
 instead of lowering the tone of moral sentiment among the 
 People ; and other manuscripts on miscellaneous devices for 
 improving the condition of the Working Classes. 
 
 I must apologize for having mixed in this Memorandum, 
 subjects so divergent in character, that their juxtaposition may 
 at first sight seem incongruous ; but I trust they will all be 
 found to be connected with each other, and with the move- 
 ment for the promotion of Technical Instruction, in which our 
 Society is engaged, by a fundamental principle; that of recogniz- 
 ing Science as the best ally to Christian Civilization ; as an 
 agency designed by Providence to foster the spirit of industry 
 and orderly progress, to render men's ways prosperous, and to 
 make their homes the abodes of peace, well-being and thank- 
 fulness. 
 
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