64 



NATUR^E 



[September 8, 192 1 



to frequency v, then the maximum internal energ-y 

 of the system is of the order of the quantum corre- 

 sponding to that frequency, and it inspires the 

 hope that some day we may obtain a model which 

 will give an exact agreement. In other words, 

 this calculation gives us good reason for believing 

 that when more is known about the constitution 

 of matter it will be found that a frequency v ,is 

 specially qualified for unlocking the quantity bf 

 energy /xv. 



The difficulty labelled 3 (c) above requires that 

 there should be electrons with a wide range of 

 periods in all metals. 



It should be remembered that the phenomena of 

 X-rays themselves, the verification of the theor}' 

 of scattering, the theory of the crystal lattice, etc., 

 have given us a wide extensic«i of the field of use- 

 fulness of the wave theory. It is, of course, 

 nowadays extremely difficult to keep abreast of all 

 the work that is being- done even in one field ; con- 



sequently, different workers attach different values 

 to the facts, and there are many opinions on th.? 

 points discussed here. But as yet there is no 

 reason for physicists to make any essential change 

 in their attitude towards the wave theory, and in 

 any case it does not conduce to clear thinking to 

 use two mutually contradictory metaphors at the 

 same time. 



It is a curious fact that if Euclid does not 

 deserve so much credit for his postulate of parallels 

 as was formerly supposed, he may, on the other 

 hand, lay claim to foreshadowing one feature of 

 some modern views on light. For, according to 

 his " Optics " (circa 280 B.C.), he thinks that there 

 are gaps between the rays, that they are localised 

 like the spread-out fingers of a hand ; when the 

 observer fails to perceive a small object like a 

 needle lying directly in front of his nose, it is 

 because the needle has got into one of the gaps 

 between the ravs. 



Classical and Modern Education.^ 



By W. Bateson, F.R.S. 



FOLLOWING that general misgiving as to our 

 national system of education which, long 

 felt by thoughtful men, found loud and continual 

 expression during the war, Mr. Asquith, then 

 Prime Minister, appointed (1916) Committees 

 to consider the position of natural science 

 and of modern languages respectively. After 

 these Committees had reported, a third Com- 

 mittee was set up (1919) to investigate the 

 position of classics in our educational system. 

 The Report of this Committee, recently 

 issued, is a comprehensive document, full of in- 

 teresting materials, readable and scholarly, as 

 from the character of the Committee might be ex- 

 pected. The history of classical teaching in the 

 several parts of the United Kingdom, its rise and 

 recent decline, are set out in detail, with an abun- 

 dance of information never before collected. As 

 to the main inference, no mistake is possible. 

 The classical element in British education is dis- 

 appearing, and will probably soon be gone alto- 

 gether. 



In the Public Schools few boys are learning Greek, 

 and even Latin, though still generally taught in 

 middle and lower forms, tends more and more to be 

 dropped higher up. None of the new Provided 

 Schools has vet been able to develop a classical tradi- 

 tion and few of them teach Greek. . . . The danger 

 with which we are faced is not that too many pupils 

 will learn Latin and Greek, but that the greater part 

 of the educated men and women of the nation will 

 necessarllv grow up in ignorance of the foundations 

 on which European society is built. 



The course of events has been exactly that 

 which the defenders of compulsory classics at 

 Oxford and Cambridge foresaw as the conse- 



1 "Classics and Education." Report of the Committee appointed by the 

 Prime Minister to inquire into the Position of Classics in the Educational 

 System of the United Kingdom. Pp. 308. • (London: H.M. Stationery 

 Office.) 2^. net. 



NO. 2706, VOL. 108] 



quence of any weakening of front. Classics were 

 maintained in education solely by the authority of 

 the two old universities. Fearing the financial 

 consequences of competition, they reduced the 

 minimum demanded until it became ridiculous, 

 the inevitable result being that Greek had to be 

 dropped, with Latin soon to follow. The re- 

 formers were, of course, mostly persons who set 

 no great store by classical education, but they 

 were aided by many representatives of the 

 humanities, who believed, or were persuaded, that 

 the inherent value of classical training was so 

 obvious that it would hold its own without pro- 

 tection. They forgot that, on their abdication, 

 the decision would pass into the control of those 

 who knew the classics only as a symbol of ex- 

 clusion, with the Board of Education naturally 

 well disposed towards any movement which could 

 be represented as popular. 



Probably emanating from that group of the re- 

 formers, there are passages in the Report which 

 maintain an undertone of hope. Wonders have 

 been achieved by a few resolute and devoted 

 scholars in some of the most modern universities. 

 This is "of good augury," and "with the en- 

 thusiasm born of free choice of subject " thert 

 may yet be a revival. Numerous recommenda- 

 tions on points of detail are suggested to this 

 end. The regulations, especially those relating 

 to "Advanced Courses " in secondary schools, and 

 the examination schedules should not be weighted 

 unduly against the classics. In every large district 

 there should be at least one school where Greek 

 teaching can be had and provision is made 

 for boys and girls with hterary tastes, and gener- 

 ally the Committee pleads that in every branch of 

 educational administration classical education 

 should be respected as a thing of great worth. 



The value of the classics has never been better 



