How to teach chemistry : hints to science teachers and students : being the substance of six lectures delivered at the Royal College of Chemistry in June 1872 / by Edward Frankland ; summarised and edited by George Chaloner.

Date:
1875
Catalogue details

Licence: Public Domain Mark

Credit: How to teach chemistry : hints to science teachers and students : being the substance of six lectures delivered at the Royal College of Chemistry in June 1872 / by Edward Frankland ; summarised and edited by George Chaloner. Source: Wellcome Collection.

Provider: This material has been provided by the Royal College of Physicians of Edinburgh. The original may be consulted at the Royal College of Physicians of Edinburgh.

    73/104 (page 61)
    EypostdpJniroios Acid.—-Add liydrocliloric or sulpliuric acid to a solution of sodic liyposulpliite, and show, after a brief interval, the deposition of sulphur and evolution of sulphurous anhydride (109). Infer from this, first, the isolation; and, secondly, the great instability of hypo- sulphurous acid. The experiments employed to illustrate this course are those which are detailed in the Syllabus of the Depart- ment,* as absolutely necessary for students to see. The whole of them should be made, amplified, and multiplied, if possible, before an elementary class. None of them can be omitted with safety. Tn addition, teachers ought to strive to appreciate the importance of requiring their pupils to take notes during class lessons, and of themselves looking over and revising these notes as frequently as possible. This is a most valuable adjunct to teaching. A pupil who is made to take notes not only has the lecture or lesson much more firmly fixed in his mind, but he acquires the habit of expressing his ideas in writing, and will, on this account alone, be much more likely to work a satisfactory paper in the annual examination. Pupils ought also to be encouraged, if not requii-ed, to write out at home an abstract of the lessons from the notes they have taken while the lessons were in progress. Questions should also be given out at the close of a lesson, and the answers when brought in examined by the teacher. This of course involves some trouble, but an earnest teacher will not be content to confine himself to giving an hour's lesson, and then letting his pupils take their chance of picking up such information as they require. The more a teacher can enter into the individual work and wants of his students the better it will be both for them and for himself. * See Appendix.