THE FUTURE OF SCIENCE IN OUR SCHOOLS 429 



requirements. But the fact that we do neglect the majority 

 should not be overlooked, even if it be not allowed to weigh in 

 that obscure region of sentience, the conscience. 



I have referred to the two naval schools as revolutionary 

 enterprises which may well be taken as patterns. 



As to the place of science, there is no example I can hold 

 up before you. Some one is required who, in masterful manner, 

 will follow the Admiralty authorities' example and take the 

 bull by the horns — I should say, the Headmasters by the 

 shoulders — and insist on proper treatment of the subject. It 

 is conceivable but scarcely probable that some day we may 

 have a Minister of Education who will rise to his opportunities. 

 You all know perfectly well that you cannot do justice to the 

 subject under present conditions in the time at your disposal. 



And may I say — we are most of us not yet prepared to take 

 up the right attitude and do the work properly? This is not 

 our fault so much as it is our misfortune— the fault of Oxford 

 and Cambridge, in most cases. How many have learnt to be 

 problem solvers— to think even that there are such things as 

 problems, except in the form of Shavian plays, perhaps ? But 

 "you never can tell": surely there is much talent latent 

 among teachers which only needs developing ? 



The teaching of science in schools should consist primarily 

 of instruction in the art of inquiry ; in other words, the training 

 should be given in the proper use of the experimental method. 

 If this be not taught, the instruction has in no way served its 

 purpose and is of little value. But how many will interpret this 

 statement in the sense in which I make it? Scarcely any, I know. 

 In fact, nothing more clearly demonstrates the complete failure 

 of our present educational system than the existence of almost 

 entire misunderstanding of the true meaning of the term 

 "experiment." Teachers of science draw no distinction, as a 

 rule, between the mere demonstration, verification, or practical 

 exercise on the one hand and what is properly described as an 

 experiment on the other. To speak of showing an experiment 

 is a negation of terms — actually, a demonstration is given ; 

 students, as a rule, carry out practical exercises merely in order 

 to verify statements made to them. If I tell my students that 

 oxygen is a supporter of combustion and proceed to burn 

 things in oxygen before their eyes, in order to persuade them 



