x ON THE TEACHING OF SCIENCE 255 



setting them a task without reason or interest, is 

 only equalled by the still more ancient and barbarous 

 plan of the birch-rod system of instilling the classics. 

 The whole question of English public school educa- 

 tion is too large to be fully discussed here. I must 

 say, however, that unless all masters find out how to 

 arouse the interest of the boys in their studies no 

 radical improvement can be expected. Probably 

 much of this state of things is due to the apathy 

 of parents, who are quite satisfied if the boys' reports 

 are favourable. 



With regard to scientific teaching very false notions 

 exist. In the first place, many suppose that the end 

 and aim is to get a smattering of so-called " Nature 

 knowledge." A great Don once asked me, " How do 

 you do an air-pump ? " The real educational value 

 of science is not to know how a pump works or how 

 to test for sulphuric acid. The value lies in the forma- 

 tion of an orderly, observant, and accurate habit of mind. 

 Science teaching tends to encourage this habit ; and for 

 this reason we value it as an educational instrument, 

 and because mere book-learning does not encourage 

 this habit we rate it accordingly. 



I once heard a description from an eye-witness of a 

 lesson in chemistry given in one of the larger schools. 

 One of the Latin masters took chemistry. The book 

 used (no laboratory work was thought of) was my 

 Elementary Lessons. Magister (loquitur) : " Now, 

 boys, have you all got your Roscoe?" Boys : "Yes, 

 sir." M. : "Well, pages 42 to 54." Then he 

 proceeds to correct the Latin exercises. Bell rings. 

 M. : " Well, have you read your Roscoe ? " B. : " Yes, 

 sir." M. : "Then you can go." This is a true 

 picture of the science teaching at schools some 

 years ago. Thank goodness, it is no longer so, for 



