NOTES 299 



teaching both old and new that the School Science Review will find, for a time at 

 least, its most useful function. 



The first number contains some most excellent articles ; but only one is on the 

 lines we have indicated above — namely, that entitled " Notes on Apparatus and 

 Experiments," and edited by Mr. Beesley, of St. Olave's School. This gives 

 descriptions of convenient forms of laboratory apparatus contributed by teachers 

 at various schools. It is to become a permanent feature of the Review, and when 

 illustrated by diagrams, should be of very considerable value to its readers. The 

 article entitled "Recent Advances in Chemistry," by J. Hart Smith, seems to the 

 reviewer less commendable. Only one portion of it, which describes a laboratory 

 method for preparing chloroform, is strictly germane to the purpose of the Review. 

 The greater part of the article deals with the structure of the atom, and the in- 

 formation given by the author must surely have been already familiar to most of 

 his readers. An excellent paper by Mr. Durrant, of Marlborough College, on 

 " Ions in Solution," is not only well written in itself, but describes some suggestive 

 experiments for the school laboratory, and hints for the teaching of this fascinating 

 subject. 



Three further articles remain for consideration. First, a very readable account 

 of the formation and work of the S.M.A., an account which quite properly opens 

 the first number of the Review. Next an article by Sir William Tilden, which 

 presents in delightful style the ideals of the new outlook on school science ; and 

 finally, a scheme for the initiation of research in schools, by Mr. Hough, of Oundle. 

 Here we enter on very debatable ground. Sir William Tilden writes : 



" There seems to be no reason why young people should not be initiated in the 

 methods of research, though, by reason of their inexperience and want of technical 

 skill, the results of such work may have little or no value beyond the influence it 

 may have on their own processes of thought . . . they might well be taught to 

 inquire into the validity of many popular notions — e.g., the idea that sunlight puts 

 out fire," etc. 



Mr. Hough goes a good deal further when he pleads for "genuine research 

 into the unknown." Even if we grant that it would "provide the stimulus required 

 by capable boys with alert brains," it must be remembered that such boys would 

 almost certainly be taking up science as a career, and they would be much better 

 employed at their University or during the waiting period in the performance of 

 more advanced experimental work designed to make them familiar with laboratory 

 manipulation. The writer has rarely met with a boy fresh from school who could 

 make a T-piece with glass tubing, while soldering is an almost, if not equally, 

 unknown art. The science master can give instruction in such work. He cannot 

 reasonably be expected to direct genuine research ; his main interests should lie in 

 a different direction, and the problems confronting him in his proper sphere are of 

 sufficient complexity to engage all his time and thought if he be really enthusiastic. 

 In conclusion, we must repeat our keen appreciation of the work the S.M.A. is 

 carrying on, and our hope that this their latest venture may meet the full success 

 it deserves. 



An Experiment in Preparatory School Education 



In all the recent controversy about education little has been heard of the 

 preparatory schools. It would be well, perhaps, if attention were focussed on 

 these for a while. Is the instruction given in these places adapted to the nature 

 of their small inhabitants? Often, unfortunately, it is not. Too much time is 



