NATURE 



{May 2, 1889 



not merely in getting modifications of the Code when 

 discussed in Parhament, but in inducing the Education 

 Department to give their inspectors such instructions as 

 shall secure that the greater liberty of teaching should be 

 a reality ; that the ominous word " repetition," introduced 

 into one or two paragraphs may not become " English " 

 in disguise ; and that the spelling of the second standard 

 should not involve a laborious preparation of the younger 

 children. 



III. These alterations bearing on the teaching of 

 science fall far short of what the Royal Commissioners 

 unanimously recommend. The report of the majority 

 states that " some elementary instruction in science is 

 only second in importance to the three elementary 

 subjects : "—namely, reading, writing, and arithmetic, 

 and it places among subjects regarded as essential, 

 "geography (especially of the British Empire) ; lessons 

 on common objects in the lower standards leading up to 

 a knowledge of elementary science in the higher stand- 

 ards." It adds, " That geography, if properly taught, is a 

 branch of elementary science, which should not be 

 separated from the other branches, and might well be 

 taught along with object lessons, in accordance with the 

 recommendations of the Royal Commission on Technical 

 Instruction"; "that the curriculum in the ordinary ele- 

 mentary schools might often include not only instruction 

 in the elementary principles of science, but also, in certain 

 standards, elementary manual instruction in the use of 

 tools, and in higher schools and evening schools this 

 work might be carried still further " ; " that, in making 

 future appointments to the office of inspector, it would be 

 desirable, in regard to a larger proportion of them than 

 at present, to give special weight to the possession of an 

 adequate knowledge of natural science." The members of 

 the minority express themselves, if possible, more 

 strongly ; and make such additional remarks as, " We are 

 of opinion that, after the children have left the infant 

 school, transitional methods should be adopted, which 

 will develop their activity and train their powers by 

 drawing in all cases, and by such other means as, for 

 instance, modelling, or the collection and mounting of bo- 

 tanical specimens." ..." If science is to be well taught, care 

 should be taken, that where the ordinary teachers are not 

 qualified, specially trained teachers should be employed." 

 In respect to technical schools they say, " These schools, 

 which should be the crown and development of elementary 

 education, should be in touch and close sympathy through 

 their management with our elementary school system." 



IV. The proposals of the new Code also fall far short 

 of what the principal School Boards are attempting. 

 Spirited eff"orts are made in Birmingham, Manchester, 

 Sheffield, Brighton, and other provincial towns, in estab- 

 lishing higher elementary schools with useful scientific 

 teaching. The London Board determined from the com- 

 mencement that object-lessons leading up to science sub- 

 jects should be given in all its schools. It has repeatedly 

 contended for the official recognition of such lessons ; 

 and it has lately sent a memorial to the Education Depart- 

 ment asking that the regulation, at present in force in the 

 infant schools, that, in assessing the grant, regard should 

 be had " to the provision made for simple lessons on ob- 

 jects and on the phenomena of Nature and of common life," 

 should be extended to the boys' and girls' departments. 



The reforms decided upon by the London Board last year 

 with the view of making the teaching "more experimental 

 and practical, and not so much a matter of book-learn- 

 ing as a development of intelligence and skill (see 

 Nature, vol. xxxvii. p. 577), are being gradually put 

 into operation. 



It has also for some years carried on a few classes for 

 manual instruction in the use of tools with good success, 

 but its efforts in that direction have been nearly paralyzed 

 by the disfavour of the Legislature. This seems a neces- 

 sary step towards the technical education which is now 

 loudly called for (see Sir Henry Roscoe's lecture. Nature, 

 vol. xxxviii. p. 186) ; jbut in the new Code we look in vain 

 for a word of encouragement. 



Some of the larger Boards have carefully provided good 

 instruction in natural history, and in the fundamental 

 principles underlying mechanical, physical, and chemical 

 science, for their pupil-teachers, though that does not 

 appear upon the Government schedule. 



V. What is wanted is afar more liberal recognition of the 

 claims of science in elementary education. At present, 

 object-lessons or certain sciences are, no doubt, recognized 

 by the Code ; but it is merely as an additional subject of in- 

 struction not comparable with the literary subjects which 

 are considered essential, and which occupy the great bulk 

 of the scholars' time. The knowledge of Nature is, in 

 fact, totally neglected in hundreds or thousands of ele- 

 mentary schools, especially in country districts, where it 

 would appear to be even more important than in towns. 

 A boys' or girls' school can obtain the highest credit in 

 the inspector's report, and the highest possible grant of 

 money, without its scholars having ever heard of animal 

 or plant, or of those materials of the world, or of those 

 natural forces, with which the scholars will have to deal 

 all through their lives. And what is perhaps still more 

 anomalous, those pupil-teachers who are possibly expected 

 to give object-lessons in their schools are never examined 

 in natural history by the Department, and may gain 

 a high place in their examinations without the least 

 knowledge of any kind of natural science. 



It seems most desirable that every little child who 

 enters our schools should be led to observe and inquire ; 

 its curiosity and activity should be encouraged and 

 directed; only when its senses have been made ac- 

 quainted with things should it be introduced to the words 

 by which they are called, first orally, then in writing or 

 print. It should proceed from the concrete to the abstract. 

 The works of the Creator are as worthy to be studied as 

 the words of men, and should hold as high a place in any 

 school curriculum. 



The reply of the Department to such requests as these 

 will probably be, We cannot assume that the teachers 

 are capable of teaching or the inspectors of examining 

 science. No doubt there is that difficulty. But many of 

 them are capable, and they are all presumably intelligent 

 men, who would easily learn what might be required of 

 them. Special teachers of science also exist, and special 

 examiners might be appointed. It may not be possible 

 to insist on all these reforms at once, but at least en- 

 couragement should be held out to them, instead of 

 the disappointing uncertainties of the Code now before 

 Parliament. 



J. H. Gladstone. 



