632 SCIENCE PROGRESS 



waves ; the third, to modern molecular physics, starting with the kinetic theory of 

 gases, and passing, via surface tension and osmosis, ionisation, and spectroscopy, 

 to elections and positive-ray analysis. This third term is of vital importance as 

 preparation for the last years work. 



In the Fifth Year's work, which will mainly, but not entirely, concern boys in 

 the sixths, the first term is devoted to what may be called the philosophy of 

 science, the second to mechanistic biology, the third to wider biological problems. 



In the first term, the boys will learn the scope and limitations of natural law, 

 the value of theory and hypothesis, the abstract nature of science, and the limited 

 conception of reality which it gives. They will learn something of the trans- 

 formation and degradation of energy on thermo-dynamic principles very simply 

 explained, and they may even learn something of the problems of the evolution of 

 consciousness, assuming for the moment the fact of evolution. In the second 

 term they will learn something of the anatomv, physiology, reproduction, and 

 evolution of certain typical animals and plants. At this period, the work should be 

 almost entirely based on the idea of the creature as a mechanism. Their know- 

 ledge of osmosis, surface-tension, ionisation, and the like will come in as a basis, 

 and the different branches of science will begin to fall into place. The breaking 

 down of the water-tight compartments may be very effectually secured in this way. 

 The recapitulation theory and a discussion of the origin of seed-plants will pave 

 the way for the next term's work on evolution. 



In the third term, the evidence for, and mechanism of, evolution are dealt with 

 briefly, but carefully. Theories of heredity are discussed, and their practical 

 application to agricultural and stock-raising problems. Then come sociological 

 applications, and some of the wider issues, political and social. Insanity, feeble- 

 mindedness, the rise and fall of families, alcoholism, tuberculosis, genius, at once 

 suggest themselves ; and legislative attempts to secure temperance, improvement 

 of the race by education, and such-like afford matter of real interest and import- 

 ance. So, also, do eugenic questions and the effects of war on a race. Experi- 

 ence, comparatively brief as yet it is true, has shown that such a course as we 

 have outlined does arouse a great deal of enthusiasm, and we believe that a greal 

 work in educating future employers, teachers, and, above all, administrators, is 

 possible along these lines. 



It is evident that if such a course is properly carried through with due attention 

 to the literary and human matters with which it can make contact — with constanl 

 cross-references to humanistic studies — the gain for the mathematician and the 

 historian will be as great as for the classic. While far, no doubt, from ideal, it at 

 least has this to commend it : it has a definite aim, and to some extent that aim 

 appears, in practice, to be achieved. 



Health Conscription 



Sir Ronald Ross's Presidential Address to the Association of Public School 

 Science Masters, referred to on page 629, and published in Nature of January 9 

 centained a suggested scheme which he called Health Conscription. This scheme 

 was further detailed in The Evening News of January 7th, and the editor kindly 

 permits us to copy the statement : 



In my Presidential Address to the Association of Public School Science Masters 

 after mentioning how I have always found as a military medical officer that £ 

 period of open-air military training under discipline, combined with good food 

 greatly improves the physique, health, mind, manners, and moral of recruits, I wen 

 on to say that : 



For this reason I should be in favour of universal military training everywhere 

 but, on the other hand, I admit the force of the argument that such ?nilitar) 

 training may be an incentive to puerile wars — though 1 am not sure of it. On th< 

 whole, therefore, I would at least suggest an alternative scheme — that is, a schem< 



