Science in National Education 



the stock out of which they grew : it tends to 

 set the learner on the track of invention and to 

 direct him into those paths in which the author 

 has made his own discoveries." Englishmen have 

 been conspicuous among those whose writings 

 have won the battle for physical science and for 

 inductive studies in school work Herbert Spencer, 

 Faraday, Tyndall, Huxley, Ruskin and, in later 

 years, Professor Armstrong. Nor should it be 

 forgotten how much, in spite of the too one-sided 

 pressure of its influence, the Science and Art 

 Department did in securing a place for natural 

 science in English education. 



In the second place, the scientific movement has 

 necessitated new forms of educational equipment 

 for life. The professional and other callings which 

 involve scientific knowledge have very rapidly in- 

 creased both in number and in influence. Hence 

 has come about the development of the scientific 

 sides both of the old and new Universities and the 

 growth of technological instruction in all its grades. 

 In this movement the lead was taken more than a 

 century ago by revolutionary France, 1 and followed 

 byGermany a few years later. 2 In Englandwe lagged 

 far behind, and it was not until the middle of the 

 nineteenth century that effective action was taken, 

 largely under the influence of the Prince Consort, 



1 See Liard, L ' Enseignement Superieur en France, 1789-1889, 

 pp. 259 ff. 



2 See Twentyman, "The Earlier History of the Technical 

 High Schools in Germany," in Special Reports on Educational 

 Subjects, vol. ix. pp. 468 ff. 



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