What is supposed to be the basis of Gluten, Fibrin, Albumen, and other proximate constituents, according to the theory of Liebig?
Draw a rough section of a grain of corn, and describe the component parts.
What is the chief nutritive principle in Flour, and how obtained?
How is Flour converted into Bread?
What is the quantity of Bread usually obtained from 280 pounds of Flour, and what is the substance used to increase the weight of the Bread?
State the other adulterations of Bread, and the manner of detecting Alum and Sulphate of Copper.
How does Milk appear under the microscope? and what is Cream?
What does the mechanical operation of Churning effect?
How is Cheese made?
What is the simplest mode of testing the Purity of Milk?
Describe the eight processes required to convert Raw Sugar into the best White Lump Sugar.
On Iron.
What is the meaning of the term "Mineralised"?
Describe the various substances discernible by analysis in the Cleveland iron ore.
State the experiments employed to illustrate Artificial Oxidation.
Draw a Diagram of a section of a Blast Furnace, and describe its construction.
What are the materials mixed with the Iron Ore, to reduce it to the Metallic state?
How is the Ore prepared before it is placed in the Blast Furnace?
Explain the changes which occur in the Blast Furnace.
What are the Impurities contained in common Pig Iron?
Explain the Refining Furnace.
Give a Diagram, and describe the Puddling Furnace and the manner of removing the Metal from it.
What is the use of the great Hammer?
Describe the completion of the process, and the formation of Merchant Bar Malleable Iron.
Draw a sectional Diagram of Bessemer's new Apparatus.
Why does the Metal become so hot when the current of air is driven through it?
What are the three conditions of the Metal which may be obtained by Bessemer's process?
Describe the saving of Fuel, Time, and Labour in the new process, as compared with the old.
These questions, selected from those set by Mr. Pepper of the Polytechnic Institution to the Eton boys who attended his class, have been inserted, not only in illustration of my argument as to the progress of opinion, but because they appear to me to be well adapted to the true purpose of such Lectures, viz., to awaken in the minds of boys an interest in things around them without diverting their minds from the main work of their education. Mr. Pepper will, I hope, excuse this allusion to his labours, and also the liberty taken with his papers of questions, from which selections only are given.
Those who desire to supersede Latin verses, and all that they involve, in the system of the English public schools, with a view to substitute a more modern and miscellaneous course of instruction, may take warning from the results as viewed by thinking men in Germany.
German Experience of Modern Education.
"To boys the time soon comes when learning is no longer a play, and then care must be taken that whatever they learn they may learn thoroughly. Little; but that little right: is the principle of all real instruction. Much, and all only superficially, is the prevailing principle of the system of education of our time.…
"The old Grecian poet described a despicable character with these words,—πολλ' ἠπίστατο ἔργα, κακῶς δ' ἠπίστατο πάντα—'He knew many things, but knew them all badly.' 'Multum non multa' was a principle of education in a better time not long past away.
