Science in National Education 



matter and mutual relationship of all other branches 

 of knowledge, especially those connected with the 

 development of human life and thought and with 

 the growth of institutions and beliefs. Fourthly, 

 by changing the contents and perspective of 

 thought and by indicating the connections between 

 things which were habitually regarded as indepen- 

 dent of one another, it has profoundly affected, 

 though in very different degrees and in different 

 directions, the individual outlook on life and the 

 general attitude of mind towards questions con- 

 cerning society as a whole. 



It goes without saying that an intellectual move- 

 ment of this magnitude, rich in practical conse- 

 quences and touching at all points thought and 

 life, must have a profound effect upon education. 

 For education is partly a deliberately controlled 

 adjustment to life and partly an outcome of the 

 multitudinous experiences which life itself brings. 



The scientific movement has affected education 

 in four ways. First, it has compelled a great 

 change in the ordinary programme of school studies. 

 It has been necessary to readjust curricula to the 

 new knowledge of nature. The one section of 

 English education which has not yet been fully 

 touched by this new spirit is that represented by 

 our higher secondary education for boys. The 

 prevailing linguistic tradition has still too tight a 

 grip on the preparatory schools (age 10-14) and 

 the teaching of science, though well represented 

 at the great Public Schools, is not yet a necessary 

 ingredient in every boy's work. But it is only 



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