THE FUTURE OF SCIENCE IN OUR SCHOOLS 441 



such as I foreshadow — nor is there under present conditions. 

 But then I contemplate a revolution in school procedure and 

 that you will be revolutionaries. De-specialisation of subjects 

 must be insisted upon — classical languages especially must be 

 postponed to a late stage in the pupil's career, in order that 

 a proper foundation may be laid— that method may be taught 

 during the earlier years. Boys properly prepared in the way 

 I contemplate will learn far more Latin and also far more 

 Greek if desirable, than under the present system, even if the 

 teaching be postponed until the last two years of school life — 

 which, let me insist parenthetically and emphatically, should 

 in no case whatever extend beyond seventeen years of age. 

 Mathematics also must be de-specialised — it must be taught by 

 practical men, with reference to its applications ; moreover, we 

 must recognise that the vast majority can learn but little and 

 need but little and that only those who show some ability 

 should be given special opportunity of mastering the subject. 



In the case of classics and mathematics, as indeed of all 

 subjects, specialised teaching must be reserved for the Univer- 

 sity or Technical School. Consequently, the whole scholarship 

 system must be revised. We have it on no less authority 

 than that of the distinguished President of the British Associa- 

 tion for the Advancement of Science, Sir Joseph Thomson, 

 that the present system satisfies no one and is admitted to 

 be harmful. But it is of no use for a man in his position 

 to give utterance to pious opinions on such a matter— Head- 

 masters' Conferences and outsiders like myself may be left to 

 do that. If Sir Joseph and those who think with him form 

 a party and act within their University, the necessary changes 

 will be made without difficulty ; it is because there is no party 

 organisation, no political system, that things drift from year 

 to year, from bad to worse. What opinions must the masses 

 have of the masters — of Dr. Chilton's hypothetical leaders in 

 training at the Universities ? The day cannot be far distant 

 when they will force the Universities to meet the schools, 

 so that the education of real masters may be possible. 



But I am drifting from my point. In order that it may be 

 possible to give proper instruction in scientific method in 

 schools, not only must de-specialisation of all subjects be insisted 

 upon — there must also be co-ordination of subjects to prevent 

 the great overlapping by which, at present, so much time is lost. 



