ABSTRACT
There were plenty of opponents in the latter half of the nineteenth century who felt that demonstration was at best a waste of time and at worst could be harmful to the edu cational process. I quoted one extract from Galloway’s writing in this vein in the Prologue but he also had a number of other pungent things to say that must be mentioned in order to give a fair picture. He asserts that one cannot lecture on a scientific topic without using the technical language of that topic27:
Scientific men cannot bridge over the gulf for the no 1scientific by stripping a lecture on any science of the lan guage of that science; for when that is done, it ceases to be science, and can only be, whether by experiments or other aids, an amusement for the hearers. Hence one of the reasons why Popular Scientific Lectures never can be a means of instructing those who neither know the language of science, nor yet have any ideas wherewith to connect and blend what they hear, so that it becomes knowledge and of a progressive character.
