In the three later stages the boys might follow alternative lines of study according to their tastes and capacities; but of the earlier part, which was to be obligatory upon all, the report says:—­These four years study, if properly employed by the teachers, will constitute a complete preparatory scientific course.  However slight the knowledge of details conferred, a wise teacher of any of these subjects will be able to make that teaching thorough; and to give the scholar a notion of the methods and of the ideas which he will meet with in his further progress in all branches of physical science.

In fact, the fundamental principle was to begin with Observational Science, facts collected; to proceed to Classificatory Science, facts arranged; and to end with Inductive Science, facts reasoned upon and laws deduced.

While he was much occupied with the theoretical and practical difficulties of such a scheme of science teaching for general use, he was asked by his friend, the Reverend W. Rogers of Bishopsgate, if he would not deliver a course of lectures on elementary science to boys of the schools in which the latter was interested.

He finally accepted in the following letter, and as the result, delivered twelve lectures week by week from April to June to a large audience at the London Institution in Finsbury Circus, lectures not easily forgotten by the children who listened to them nor by their elders:—­]

Jermyn Street, February 5, 1869.

My dear Rogers,

Upon due reflection I am not indisposed to undertake the course of lessons we talked about the other day, though they will cost me a good deal of trouble in various ways, and at a time of the year when I am getting to the end of my tether and don’t much like trouble.

But the scheme is too completely in harmony with what (in conjunction with Tyndall and others) I have been trying to bring about in schools in general—­not to render it a great temptation to me to try to get it into practical shape.

All I have to stipulate is that we shall have a clear understanding on the part of the boys and teachers that the discourses are to [be] lessons and not talkee-talkee lectures.  I should like it to be understood that the boys are to take notes and to be examined at the end of the course.  Of course I cannot undertake to be examiner, but the schools might make some arrangement on this point.

You see my great object is to set going something which can be worked in every school in the country in a thorough and effectual way, and set an example of the manner in which I think this sort of introduction to science ought to be managed.

Unless this can be done I would rather not embark in a project which will involve much labour, worry, and interruption to my regular line of work.

I met Mr. [illegible] last night, and discussed the subject briefly with him.

Ever yours very faithfully,