March 24, 19 10] 



NATURE 



117 



science as subject-matter. Systematised knowledge is 

 science only because of the care and thoroughness with 

 which it has been sought for, selected, and arranged. 

 Only by pressing the courtesy of language beyond what is 

 decent can we term such information as is acquired ready- 

 made, without active experimenting and testing, science. 

 The force of this assertion is not quite identical with the 

 commonplace of scientific instruction that text-book and 

 lecture are not enough — that the student must have labora- 

 tory exercises. A student may acquire laboratory methods 

 as so much isolated and final stuff, just as he may so 

 acquire material from a text-book. One's mental attitude 

 is not necessarily changed just because he engages in 

 certain physical manipulations and handles certain tools 

 and materials. This problem of turning laboratory- 

 technique to intellectual account is even more pressing 

 than that of utilisation of information derived from books. 

 Almost ever}' teacher has had drummed into him the in- 

 adequacy of mere book instruction, but the conscience of 

 most is quite at peace if only pupils are put through some 

 laboratory exercises. Is not this the path of experiment 

 and induction by which science develops? 



It must not be supposed that, in dwelling upon the 

 relative defect and backwardness of science teaching, the 

 intention is to deny its absolute achievements and improve- 

 ments, but it must be pointed out that only to a com- 

 paratively slight extent has the teaching of science 

 succeeded in protecting the so-called educated public 

 against recrudescences of all sorts of corporate supersti- 

 tions and silliness. 



It is not to be expected that our schools should send 

 forth their students equipped as judges of truth and falsity 

 in specialised scientific matters ; but that the great majority- 

 of those who leave school should have some idea of the 

 kind of evidence required to substantiate given t^^jes of 

 belief does not seem unreasonable. Nor is it absurd to 

 expect that they should go forth with a lively interest in 

 the ways in which knowledge is improved and a marked 

 distaste for all conclusions reached in disharmony with 

 the methods of scientific inquiry. 



The future of our civilisation depends upon the widening 

 spread and deepening hold of the scientific habit of mind, 

 and the problem of problems in our education is therefore 

 to discover how to mature and make effective this scientific 

 habit. Mankind, so far, has been ruled by things and by 

 words, not by thought, for until the last few moments of 

 history humanity has not been in possession of the con- 

 ditions of secure and effective thinking. Without ignoring 

 in the least the consolation that has come to men from 

 their literan.' education, it is not too much to say that 

 only the gradual replacing of a literar\' by a scientific 

 education can assure to man the progressive amelioration 

 of his lot. Unless we master things we shall continue to 

 be mastered by them ; the magic that words cast upon 

 things may indeed disguise our subjection or render us less 

 dissatisfied with it, but, after all, science, not words, casts 

 the only compelling spell upon things. 



The modern warship seems symbolic of the present posi- 

 tion of science in life and education. The warship could 

 not exist were it not for science — mathematics, mechanics, 

 chemistry, electricity supply the technique of its construc- 

 tion and management ; but the aims, the ideals in the 

 service of which this marvellous technique is displayed, are 

 survivals of a pre-scientific age, that is, of barbarism. 

 Science has as yet had next to nothing to do with form- 

 ing the social and moral ideals for the sake of which she 

 is used. Even where science has received its most attentive 

 recognition, it has remained a servant of ends imposed 

 from alien traditions. If ever we are to be governed by 

 intelligence, not by things and by words, science must 

 have something to say about 'dihat we do, and not merely 

 about ho'jj we may do it most easily and economically ; 

 and if this consummation is achieved, the transformation 

 must occur through education, by bringing home to men's 

 habitual inclination and attitude the significance of genuine 

 knowledge and the full import of the conditions requisite 

 for its attainment. .Actively to participate in the making 

 pf knowledge is the highest prerogative of man and the 

 only warrant of his freedom. When our schools truly 

 Ijecome laboratories of knowledge-making, not mills fitted 

 put w^ith information-hoppers, there will no longer be need 

 to discuss the place of science in education. 

 NO. 2108, VOL. 83] 



UNIVERSITY AND EDUCATIONAL 

 INTELLIGENCE. 



Glasgow. — Committees of members and friends of the 

 University have procured contributions amounting to some 

 i50oi. for the purpose of commemorating the services of 

 Dr. John Cleland, regius professor of anatomy from 1877 

 to 1909, and Dr. William Jack, professor of mathematics 

 from 1879 to 1909, who retired last year. It has been 

 decided to present to the University a portrait of Dr. 

 Cleland, painted by Sir George Reid, with a replica for 

 Mrs. Cleland ; and' a portrait of Dr. Jack, painted by Sir 

 James Guthrie, and also a prize, to be awarded at intervals, 

 for the best thesis on a mathematical subject approved for 

 the degree of Doctor of Science during the preceding 

 period. 



The University Court and Senate have had under con- 

 sideration a proposal, emanating from the general council 

 of graduates, for the establishment within the University 

 of an order of independent lecturers, analogous to privat- 

 docenten, who should give courses of lectures qualifying 

 for graduation, and duplicating those already given by the 

 regular professors and lecturers. The new lecturers were 

 to be provided with class-room accommodation, and were 

 to depend for their remuneration on the amount of fees 

 received from students attending their classes. After a 

 prolonged discussion, in which the Senate expressed the 

 opinion that the proposal was not likely to contribute to 

 educational efficiency, and the finance committee that it 

 would seriously disarrange the University funds, the Court 

 decided that effect could not be given to the scheme under 

 the existing constitution of the Universit\-. 



The'Universit}- Court has sanctioned the establishment 

 of a new course of instruction in chemistn.% including 

 metallurgical chemistry, for students of engineering. The 

 course will be given by Dr. Cecil H. Desch, and will 

 extend over the first two terms of the session. The 

 ordinary course by Prof. Ferguson will be attended by 

 students of arts, medicine, and pure science. Dr. Desch 

 announces a course in metallography during the summer 

 session. 



The Civil Service Estimates in class iv. (education, 

 science, and art), just issued as a White Paper, show a 

 net increase for 1910-11 of 697,718/. over the figures for 

 1909-10. The total estimates of 18,651,483/. for the 

 ensuing year include the following : — Board of Education, 

 14,064,677/., increase 417,663/. ; British Museum, 175,895/., 

 decrease 3333/. ; scientific investigation, &c., 74,228/., in- 

 crease 9764/. ; universities and colleges, Great Britain, and 

 intermediate education, Wales, 218,100/., increase 700/. 

 Scotland: public education, 2,253,725/., increase 106,434/.; 

 Ireland: public education, 1,656,901/., increase 34,980/.; 

 endowed school commissioners, 925/., increase 5/.; uni- 

 versities and colleges, 168,080/., increase 139,930/- ; Queen's 

 Colleges, nil (last year 4700/.). 



A DEPUTATION from the Trade Union Congress waited 

 upon Mr. Runciman, President of the Board of Education, 

 on March 17 to urge, among other matters, technical 

 training in day-time classes, the raising of the school age, 

 entirely free secondary education, and the appointment of 

 a Royal Commission ' to inquire into the misappropriation 

 of educational endowments. In replying, Mr. Runciman 

 said he hopes that by next Session a Bill will be introduced 

 which will deal partly with the raising of school age and 

 partlv with the question of day technical classes. If day 

 technical classes are to be of much use, there must be 

 pressure brought to bear on employers. .\11 educationists 

 desire to see the school age raised. Children who leave 

 school at thirteen or fourteen know practically nothing 

 about arithmetic or writing with ease. This deplorable 

 state of things can be remedied in two ways, by raising 

 the school age and by bringing the technical classes nearer 

 to them. Trade unionists, he said, can do as much towards 

 the advancement of education as Parliament can. Dealing 

 with free places in secondary schools, Mr. Runciman said 

 that, taking the whole of the secondary schools of this 

 country in 1907-8, there were 2 per cent, more than the 

 25 per cent, standard, while in 1909-10 31 per cent, of 

 the total places in the secondary schools were free places. 



