48 SCIENCE 



that Science must be taught as if we believed 

 in it for its own sake, that we must preach it 

 as a disciple preaches his religion, and that 

 we must refuse to be bound by the fetters in 

 which tradition has entangled us. If we are 

 to succeed, we must make science a living 

 reality to our pupils and cease to regard it 

 merely as a convenient machinery for the 

 manufacture of conundrums." We do not 

 really so regard it, any of us teachers, but our 

 methods of teaching and examinations tend 

 to produce this impression. My very intimate 

 friend and colleague of the past 45 years has 

 put the matter, when writing recently to Sir 

 J. J. Thomson, in more vigorous language, 

 perhaps, than I should use. He says, "I 

 know partly how it has come about, because 

 really I had a hand in it myself. What was 

 meant as an expedient to keep a class of boys 

 usefully occupied with a limited stock of 



