before? Thus. Chloride of sodium symbol, NaCl. Crystallizes in cubes. Soluble in water. Solubility only slightly increased by heat. Generally obtained by evaporation of sea-water in pans. Also found in beds in certain geological basins from which it is extracted by mining. When acted upon by sulphuric acid, hydrochloric acid is evolved and sodic sulphate is formed, according to the following reaction, and so on. I have known a student to recite all this and a great deal more, without ever dreaming that he had been eating chloride of sodium on his food, three times a day at least, since he was born.
Now, the rational system of teaching chemistry is first to present to the scholar's mind the phenomena of Nature with which the science deals. Lead him to observe these phenomena for himself; then show him how the conclusions which together constitute that system of knowledge we call chemistry have been deduced from these fundamental facts. My plan is to develop this system in the lecture-room in as much detail as the time allotted will permit; to illustrate all the points by experiment, and in addition to explain more in detail carefully selected fundamental experiments, which the student subsequently repeats in the laboratory himself. Thus I make the lecture-room instruction and the laboratory demonstration go hand in hand as complementary parts of a single course of teaching.
To begin with the subject-matter of chemistry. In the broad fields of Nature what portion does this science cover? Natural phenomena may obviously be divided into two great classes: First, those changes which do not involve a transformation of substance; and, secondly, those changes whose very essence consists in the change of one or more substances into other substances having distinctive properties. The science of physics deals with the phenomena of the first class; the science of chemistry with those of the last. Any phenomenon of Nature which involves a change of substance is a chemical change, and in every chemical change one or more substances, called the factors, are converted into another substance or into other substances called the products. The first point to be made in teaching chemistry is, that a student should realize this statement, and a number of experiments should be shown in the lecture-room and repeated in the laboratory illustrating what is meant by a chemical change.
Here, of course, arises a difficulty in finding examples which shall be at once simple and conclusive, for in almost all natural phenomena there is a certain indefiniteness which obscures the simple process. The familiar phenomena of combustion are most striking examples of this fact, and men were not able to penetrate the mist which obscured them until within a hundred years. To find chemical processes whose course is obvious to an unpracticed observer, we are obliged to resort to unfamiliar phenomena.
A very simple example of a chemical process is a mixture of sulphur and zinc in atomic proportions, which, when lighted with a
