head-masters who have themselves no knowledge of science. That all head-masters should have such knowledge is a fact which, if science is to be taught at all, trustees and governing bodies must come to recognise before long: meanwhile every school which teaches science thoroughly is training skilled teachers for a not distant generation. Institutions which can give so high a salary as to command a London bachelor of science or a first class Oxford or Cambridge man, will find no more difficulty than attends the choice of all masters: where this is not the ease it is sometimes possible by combining mathematics with physical science to tempt a superior man with a sufficient income; and, if only a small salary can be given, the ordinary pass B.A. of the London University will sometimes make a really good teacher. But one point has struck me forcibly in my own experience; namely, the unexpected value of general culture in teaching special subjects. The man who knows science admirably, but knows nothing else, prepares boys well for an examination; but his teaching does not stick. The man of wide culture and refinement brings fewer pupils up to a given mark within a given time: but what he has taught remains with them; they never forget or fall back. I am not sure that I understand the phenomenon, but I have noted it repeatedly,
I cannot end this paper without a word as to the educational results which our five years’ experience has revealed. The system has brought about this result first of all, that there are no dunces in the school. In a purely classical school, for every promising scholar there are probably two who make indifferent progress, and one who makes no progress at all; and a certain proportion of the school, habitually disheartened, loses the greatest boon which school can give, namely, the habit and the desire of intellectual improvement, By giving importance to abstract and physical science, we at once redress the balance. Every boy progresses in his own subject; some progress in all; no one 15 depressed. no ane thinks learning hateful. Secondly, the teaching of science makes schoolwork pleasant. The boy's evident enjoyment of the scientific lesson rouses the emulation of other masters. They discover that the teaching of languages may become as interesting as the teaching of science. They realise — a point not often realised — the maxim of Socrates. that no real, instruction can be bestowed on learners “παρα του μη αρεσκοντος, by a teacher who does not give them pleasure.” Lastly, the effect on the boy's character is beyond all dispute. It kindles some minds which nothing else could reach at all. It awakes in all minds faculties which would otherwise have continued dormant. It changes, to an extent which we cannot over-estimate, the whole force and character of school-life both to the learner and the teacher. It establishes, as matter of experience, what has long been urged in theory, that the widest culture is the noblest culture; that universality and thoroughness may go together; that the system which confines itself to a single branch of knowledge, does not gain, but loses incomparably, by its exclusiveness: that observation, imagination, and reasoning may all be trained alike; that we may, and so we must, teach many things, and teach them well. W. TUCKWELL
THE LATE PROFESSOR GRAHAM
AT 9 o'clock in the evening of Thursday, the 16th September, 1869, died at his house, No. 4, Gordon Square, a man whose name will be honoured as long as true greatness is appreciated,
Thowas Graham spent his life in reading the book of Nature, and giving to mankind a knowledge of the truths which he found there. His greatness is to be measured not merely by the amount and importance of the knowledge which he thus gave, but even more by the singleness and strength of purpose with which he devoted his whole life to labours of experimental philosophy.
Some men have made important discoveries by occasionally applying to experimental investigation, powers of mind which they exerted usually in the pursuit of their own worldly advancement.
But tfrom an early age Graham's one great object of life was the discovery of new truths, and he appreciated so fully the value of such work that he resolved to make any personal sacrifices which might be needed for its sake. And nobly he kept his resolution; for at an early stage of his career he endured, for the sake of pursuing chemistry, privations and sufferings so severe, that they are believed to have permanently injured his constitution; and at its very end, long after he had attained a world-wide reputation, when his delicate frame sorely needed the repose which was at his command, he continued to labour even more effectively than before, and to enrich science with new discoveries.
It might be difficult to find in history a character so perfect in its noble simplicity and elevation.
Graham was born at Glasgow, on the 21st December, 1805, the eldest of a family of seven, of whom only one survives,
He went to the Enghsh preparatory school at Glasgow, in 1811, and was there under the care of Dr. Angus. In the year 1814 he was removed to the High School, where for four years his studies (which included the Latin language) were directed by Dr. Dymock, and subsequently for one year by the Rector, Dr. Chrystal, under whom he studied Greek. It is said that during these five years he was not once absent at school-time. In 1819 he commenced attendance in the University classes in Glasgow.
Thomas Thomson then ocupied the Chair of Chemistry, and young Graham benefited by his instrnnction, as also by that of Dr. Meikleham, the Professor of Natural Philosophy.
By this time he had already acquired a strong taste for experimental science, and formed a wish to devote himself to chemistry. His father, an able and successful manufacturer, had formed different views for his future career. and wished him to become a minister of the Scotch Church. It is hardly to be wondered at that the father should not have seen in the prosecution of science much scope for an honourable or advantageous career; but young Graham had already seen something of the means afforded by experimental science of getting knowledge from the fountain head—frem Nature herself. Ue felt the need of more such knowledge to mankind, and his scheme of life was formed accordingly.
After taking the degree of M.A. at Glasgow, he continued his studies for two years at Edinburgh, and there studied under Dr. Hope, and enjoyed the friendship of Prof. Leslie. On his return to Glasgow, he taught mathematics for some time at the suggestion and under the patronage of Dr, Meikleham, and subsequently opened a laboratory in Portland Street, Glasgow, where he taught chemistry. It is probable that some of the severest trials of his life occurred at about this period.
While absent from Glasgow he was in the habit of writing regularly and at great length to his mother, and from the tenor of these letters it is easy to see what that mother must have been to him. A writer on the social position of women has described the feelings of boys towards their mothers as scarcely amounting to respect ! Young Graham's mother seems to have been his guardian angel, sympathising with his hopes and his sorrows; and certainly his feelings towards her would have been very inadequately described by that frigid word. While studying at Edinburgh he earned, for the first time in his life, some money by hterary work, and the whole sum (6l.) was expended in presents to his mother and sisters.
In 1829 he was appointed lecturer on Chemistry at the Mechanics’ Institution, Glasgow, in place of Dr. Clark; but the decisive step of his life was in the subsequent
