SCIENCE, INDUSTRY, AND EDUCATION 



scarcely say that a mere verbal knowledge of scientific 

 facts has little value, and is altogether worthless as a 

 means of educational training. Besides, it must not be 

 overlooked that, as experience shows, boys of ability are 

 not, as a rule, attracted to join the Modern side. 



Taking a wide view of the whole question, it seems to 

 be eminently desirable that the culture to be derived from 

 classical and literary studies should, as far as possible, be 

 retained, which would become practicable by the intro- 

 duction into our schools of a much keener devotion to work, 

 together with such improved methods of teaching languages 

 and mathematics, as would not only increase the educational 

 value of these studies, but also leave ample time for the 

 teaching of science, no longer, as is now the case, as a 

 subordinate subject to be barely tolerated, but as an 

 integral and essential part of all education ; it being under- 

 stood that such teaching of science is to take the form, as 

 far as possible, of the study of the phenomena of Nature 

 by direct observation and experiment. 



It is obvious that with a fuller knowledge and apprecia- 

 tion of science on the part of the nation a complete change 

 of its practical attitude in respect of science and science 

 questions would necessarily follow; for under such con- 

 ditions public money would be liberally voted by the 

 Government in aid of technical colleges and laboratories, 

 and in response to the larger demand that would arise for 

 them in all industrial enterprises, competent chemists, 

 electricians, and engineers would be forthcoming in sufficient 



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