NOTES 66 1 



to them. For this purpose some acquaintance with experimental method was 

 essential, but also as wide and comprehensive a survey of science as possible. 

 Coming to the question of the provision of time for science in the school curricu- 

 lum, he said that that given to languages was at present a very large proportion 

 of the working hours. Every boy up to sixteen learnt three languages — either 

 two ancient and one modern, or one ancient and two modern. Probably, up to 

 sixteen, two languages would have to suffice : for in a general education two 

 modern or two ancient languages could not be defended, the kind of training both 

 gave being the same. That would mean that classical specialists would begin 

 Greek, modern language specialists German, and science specialists their special- 

 ised science at sixteen. 



Rev. S. A. McDowall (Winchester) said that in teaching boys of sixteen or less 

 it was useless to deal with big generalisations. Up to that age there is great 

 power of assimilating facts, but little power of correlation. The earlier stages of 

 teaching must aim at giving a groundwork of fact and simple deductions there- 

 from : it must be largely dogmatic. Only in the later stages is it possible to 

 introduce big generalisations and scientific doubt. 



The question of the relative positions of Latin and science in the school 

 curriculum was dealt with by several speakers. Rev. A. L. Cortie (Stonyhurst) 

 maintained that Latin was the best introduction to the study of science. Rev. 

 F. G. Forder (Charterhouse) agreed that for formal training Latin was unsurpassed, 

 but science did not compete with Latin on that ground. Prof. H. E. Armstrong 

 said that the distinctive asset of science was the experimental method, which gave 

 science the superiority over all other subjects. It was their duty to make known 

 the inestimable value of real scientific teaching. Their first effort must be to 

 develop an attitude of mind in their pupils — to make clear that science was the 

 endeavour to get at truth — the worship of truth, in fact. Mr. A. Vassall (Harrow) 

 said that the danger was that generalised science might be spoilt by using it for 

 formal training, a purpose for which it was not adapted. This danger would be 

 enhanced if the courses mapped out became stereotyped by means of examination 

 syllabuses before experiments had been made in the methods of teaching on those 

 lines, for the examinations would almost certainly be designed to test formal 

 training and not a scientific habit of mind. 



Mr. J. Talbot (Headmaster of the Royal Grammar School, Newcastle) said : 



" The mechanism of civilisation is to-day based entirely on science : a nation 

 whose rulers are totally ignorant of science, and careless of this fact, is bound to 

 fail. It is essential that the schools should see that no boy goes out into the 

 world without an understanding of the aims and methods of science. One of the 

 most important of these is the method of experimental investigation. A training 

 in this confronts a boy with bedrock facts which he can neither burke nor belittle 

 when they do not fit with preconceived ideas. The habit of facing such facts is 

 one which is too often missing in the man who has not had this training." 



Col. A. Smithells (Leeds University), congratulating the Association on its 

 work, said that English education had been, and was likely to be for some time, 

 dominated by Oxford and Cambridge. If the members of those universities who 

 had gone out to teach science in the public schools could present, with something 

 like unanimity, a policy for the proper treatment of science in the educational 

 curriculum, they would, he thought, exert an influence beyond any other that could 

 be brought to bear at this critical juncture. He had read with great satisfaction 

 their scheme of " Science for All." It seemed to suggest that linking to realities 

 and things of common human interest which had been greatly lacking in science 



