NOTES 631 



recent one, that of the kind of science teaching which is suited to the needs of 

 boys who are specialising in other subjects • for now, in many of the public 

 schools, science has invaded even the classical sixth forms. Mr. McDowall 

 described a course which has been designed with this object at Winchester 

 College. As the subject is both novel and interesting, it seems best to quote the 

 speaker's own words. 



Courses in General Science for Classical Sixth Forms 



First, the ideal at which we aim. There seem to be three possible ones. 



(a) We may seek to give the older boys some useful knowledge of the machines, 

 and industries, and processes which they are likely to come across in everyday 

 life. There is much to be said for such a course ; but against it may be urged the 

 fact that these are things which any boy can acquire for himself, by reading and 

 the exercise of a little tact when he manages to get an introduction to some one at 

 the nearest works, and that there is something more important still which cannot 

 be acquired in this way. 



(6) We can seek to " interest the boys in science." There are no arguments in 

 favour of this ideal, and many against it. Of these the chief is that it is sure to 

 fail, resulting in boredom, tempered with mild amusement. The reasons for this 

 need not detain us. The chief one is the boys' instinctive realisation that they 

 are playing on the surface, and not exploring the depths. 



(c) The third ideal is this : that the boy shall leave school with a certain power 

 of detached judgment and criticism ; that his attitude to the experiences of his 

 ordinary life shall be a scientific one ; and that he shall feel that physical and 

 chemical facts underlie human activities and human problems. 



If we adopt this last ideal, we must face the difficulties and recognise that the 

 laying of a firm foundation of facts in the earlier years is vital to success, for you 

 cannot safely generalise without facts. And here there are some psychological 

 factors with which we must reckon. In early years a boy can assimilate facts, but 

 they remain in water-tight compartments. Simple trains of reasoning can be 

 followed, and even to a certain extent reproduced. But that is all. This is the 

 time for laying foundations ; for it is generally impossible, whatever method you 

 use, to break down the walls of partition that separate the facts. 



Normally, at the age of about seventeen, the power of correlating and general- 

 \ ising begins to develop. This is the time for our final course to start, if we are to 

 have any chance of achieving our aim. The water-tight compartments can be 

 broken down now ; they could not before. The facts long since learned can 

 be recalled and fitted into place, and they will not be forgotten again quickly, for 

 they are. seen to be of use. Memory only brings up from the depths those facts 

 which are of practical use ; she will not bring up a single one that has been left in 

 a water-tight compartment; and, as a rule, very few of the facts we teach our 

 non-specialists in science escape to the wider air. The compartments must be 

 broken down now, or probably never. 



Before proceeding to a summary of the last year's work, let us note very briefly 

 what is done in the years of foundation-laying. The course is a five-year one. 

 Two lectures a week are given, generally experimental. But for the war an 

 additional period of a week would have been given for practical work during most 

 terms. It is hoped that this will be realised before long. The work starts two- 

 thirds of the way down the school. No doubt field-botany and astronomy might 

 advantageously receive a mention lower down. 



First Year. — Physical geography. 



Second Year. — Hydrostatics and heat. 



Third Year.— Chemistry (based upon air, water, chalk, and salt). 



At this stage the specialists branch off, and we may leave them on one side. 



Fourth Year.— Physics, directed partly towards principles, partly towards 

 instruments, very little towards formula;. 



The first term is devoted to optics and sound, a good deal of time being spent 

 on the wave-theory ; the second, to electricity and magnetism, including electric 



