SCIENCE IN SCHOOLS. 807 



and since only a small percentage of these now go beyond that stage 

 in their school education, elementary science should be taught in the 

 elementary schools in conformity with pedagogical laws. 



The efficiency of " nature study " and of elementary science 

 depends on the soundness of the principles of general method which 

 govern educational effort. Demonstration is necessary, but not 

 sufficient, heuristic methods must be svipplemented and reinforced by 

 didactic and literary methods. Training in scientific method is of 

 more importance than the mere knowledge of facts. Every boy and 

 girl attending the elementary school should acquire a taste for the 

 scientific method of inquiry, and an interest in laboratory methods. 

 The training of primary school teachers for elementary science 

 teaching is an indispensable condition of its success. 



The work begun in the elementary schools should be continued 

 in the various types of secondary schools, or secondary school depart- 

 ments — Literary, commercial, and technological. 



Differentiation in the type of school implies differentiation in the 

 science curriculum. The secondary school, being a finishing school 

 for life — in the case of the majority of its students — as well as a 

 " fitting"' school for higher professional or technologreal institutions, 

 tieeds to adapt its science teaching and science curriculum to voca- 

 tional as well as cultural needs. 



Provisions must be made^ — (1) For those who leave the higher 

 elementary school at 15; (2) for those who leave the secondary 

 school at 16; (3) for those who leave the secondarv school at 17 

 or 18. 



Further provision must be made in day and evening continua- 

 tion schools for those w^ho, at fourteen years of age, take up the work 

 of life either as unskilled workers or as apprentices. Legislation 

 to make attendance obligatoiy upon both employer and employee 

 IS necessary. Science teaching in these schools would be combined 

 with general education in English, mathematics, and manual work 

 in the school workshop. Those Avhose education and ability qualify 

 them to profit by the instruction would enter the lower technical 

 schools where the education of most boys of this class would probably 

 end. But a ladder should be provided for those whose ability and 

 attainments are such as to enable them to profit by the instruction 

 in the higher technological school which should be of university rank, 

 but would deal more exclusively with what may be termed 

 " industrial" science. 



The university science courses would comprise pure science and 

 professional courses. Wlaere motives of economy render the simul- 

 taneous establishment of both a university and a higher technological 

 school impracticable, the functions of both would be performed by 

 a university of the type of the New Universities of England and 

 Amei'ica. 



Both institutions, the university and the technological school, 

 should have research laboratories mutually helpful, but each develop- 

 ing its own special functions in its own way. 



Boston, Edinbui-gh, Manchester, and Leeds are compared as 

 representing — (1) A separation of the two functions, and (2) a uniting 

 of the two functions. 



