JANUARY 21, 1904] 
globes in his class, and showed how a lantern may be used 
with them to explain the production of night and day. The 
meetings on Friday, January 8, and on the morning of 
January 9 were devoted to questions connected with the 
teaching of languages and art. At the concluding meeting 
Mr. W. Hibbert described some new forms of apparatus; 
the most important of these was a magnetic balance devised 
iby him, which has a very long magnetometer needle, and 
permits the direct estimation of magnetic forces in dynes. 
Afterwards Prof. Perry, who took the chair, briefly 
summarised his ideas on the practical teaching of mathe- 
matics, and a discussion took place which was introduced 
iby Mr. R. W. Bayliss, of St. Dunstan’s College, Catford, 
who read the paper on practical work in the teaching of 
geometry. Among the speakers were Mr. Eggar, of Eton, 
Mr. Garstang, of Bedales, Mr. Harrison, and Mr. Jackson. 
The general opinion was in favour of making the teaching 
of geometry practical, but the importance of not forgetting 
the mental side of the question was emphasised by some 
speakers. 
The geographical exhibition will be shown in other parts 
of the country, and should prove of very great use to 
teachers. Individual exhibits which call for attention are 
the half-inch to a mile reduced survey map of England and 
Wales without black printing, exhibited by the London 
School of Economics and issued by Messrs. J. Bartholomew 
and Co.; the model of the Alps, exhibited by Prof. Dinges ; 
the tinted Siegfried map of Switzerland (one in fifty 
thousand), brought by Dr. Herbertson to illustrate his re- 
marks, and the excellent maps, geological and _ topo- 
graphical, prepared by the Japanese Survey. The number 
of exhibits officially sent by various Government departments 
shows the interest taken in the matter. Of the numerous 
other matters we can only allude to Mr. Freshfield’s photo- 
graphs illustrating types of scenery and to Captain Wilson- 
Barker’s pictures of clouds. 
Prof. Tilden, president of the Association of Public School 
Science Masters, took the chair at the annual meeting held 
on January 16 at Westminster School, by kind permission 
of Dr. Gow. The chairman alluded to the influence exerted 
during the last year upon educational authorities by the 
Association, and prophesied that its voice would be heard 
with still greater effect in the future. He pointed out that 
an attempt was being made to stifle chemistry in the ex- 
aaminations for medicine, and that the exigencies of time 
prevented engineering students from obtaining the physical 
knowledge that they ought to have. The solution of the 
difficulty Prof. Tilden thought would be found in the pre- 
paration at school of boys intended for such professions and 
in their being required to show evidence of the fact before 
entering upon their special studies. 
After the election of Sir Michael Foster as president for 
the year 1905, and the filling up of vacancies upon the 
executive committee, the meeting proceeded to discuss the 
possibility of coordinating the teaching of mathematics and 
science in public schools. The subject was brought forward 
by Mr. R. E. Thwaites (Malvern), who pointed out that it 
would be of the greatest help to public school science if a 
thorough sympathy and understanding were established 
between mathematical and science masters. As means to 
this end it was suggested that practical mensuration should 
b2 extended and taught by mathematical men—if possible— 
in the physics laboratory. Secondly, practical mathematics 
should be taught to all boys who take theoretical mechanics 
at present, and this should also be undertaken by the 
mathematical staff. The fact that mathematical men are 
regarding the practical bearings of their subject with in- 
creased favour was adduced as evidence of the possibility 
of such hopes being realised. Moreover, the Army Com- 
mittee has decided that candidates must take a course of 
practical measurements as part of their mathematics. This 
can only be carried out properly in the physics laboratory. 
In view of mathematical men taking laboratory classes a 
course of practical physics ought to be made obligatory on 
candidates for honours degrees in mathematics. 
Mr. C. S. Jackson (Woolwich), speaking at the beginning 
of the discussion that followed, said that the reforms should 
not be put off, as he did not think mathematical men needed 
a special training, as shown by the introduction of models 
‘into their teaching of solid geometry. 
Mr. W. D. Eggar (Eton) supported Mr. Thwaites’s con- 
NO. 1786, vol. 69] 
NATURE 
283 
tentions, and suggested that mathematical masters who 
went into the laboratory would find no difficulty in keeping 
a page or two ahead of their boys, while they would learn 
much of great value to themselves. He condemned the study 
of electricity and optics, without reference to laboratory 
work, for university examinations, and, turning to another 
aspect of public school work, thought that classical masters 
might help in the pursuit of nature-study. 
Mr. W. C. Fletcher (Board of Education) pointed out that 
the reforms hoped for by his audience he had seen carried 
out, for in the school at Liverpool of which he was recently 
head the mathematical masters took their share in the 
physics teaching, which gave them a fresh interest in their 
work. He thought that at first the teaching of physics 
and of mathematics should be in the hands of the same 
man. 
Other speakers on the subject were :—Mr. W. E. Cross 
(Felsted), Mr. A. W. Siddons (Harrow), Mr. W. A. Shen- 
stone, F.R.S. (Clifton), and Mr. H. Clissold (Clifton). 
Mr. M. D. Hill (Eton) started a discussion upon the ex- 
amination for the Oxford and Cambridge higher certificate. 
He considered only the position of biology, the teaching of 
which in public schools would not be encouraged by the 
examination question, in which its position was unsatis- 
factory from the point of view of both teacher and pupil. 
For instance, only one of the six branches could be offered 
by the candidates, and since practical work is not required, 
knowledge gained from books rather than from nature 
would result, and successful papers be written by a candi- 
date who had never seen the objects which he described. 
He claimed, further, that biology should be placed on an 
equal footing with other sciences in which public school 
boys are examined. 
Mr. W. A. Shenstone, F.R.S., spoke of the disadvantages 
of having no practical work in the physics of the same ex- 
amination. He thought also that the chemistry syllabus 
was overloaded, and that no line ought to be drawn between 
organic and inorganic chemistry. Finally, he proposed a 
resolution to the effect that the opinion of the members of 
the Association should be taken upon the syllabus, and that 
the committee, if necessary, should approach the examining 
board in connection with it. After some discussion the 
motion was unanimously passed. 
The last paper, on ‘‘ Nature-Study,’’ was read by Mr. 
O. H. Latter (Charterhouse) ; he characterised the scope of 
nature-study as being very wide, and mentioned a host of 
sciences which, strictly speaking, took cognisance of the 
material made use of. JIn fact, he said that nature-study 
included nearly all visible phenomena. Its object, he con- 
tinued, is to train the eye to see appreciatively, to awaken 
interest and to foster certain valuable habits. The matter 
must be determined by the season of the year and the situ- 
ation of the school, and an orderly sequence of lessons js 
not essential. Mr. Latter pointed out how useful the know- 
ledge obtained may be made when English composition is 
being undertaken. The boy in ordinary cases is gravelled 
for lack of matter, but when he has observed for himself he 
is able to put down what he has learned in a way that is 
interesting and shows individuality. Though he made no 
attack upon physics and chemistry, which had their own 
and necessary uses in education, Mr. Latter said that in 
many respects nature-study is superior to them, especially for 
young children, and the training which it affords is different 
in kind. The habits acquired are of value in all walks of 
life, but they would be especially so in a military service, 
and Mr. Latter much regretted that what he terms “ field 
subjects ’’ were entirely absent from army examinations. 
Nature-study, in Mr, Latter’s opinion, has come to stay, 
and will, before long, take a regular place in the early 
stages of our education. One of the greatest faults of our 
school system is that the desire for knowledge on the part 
of the child—who is by nature both inquisitive and 
observant—is killed outright in most cases by the time that 
the age of seventeen is reached. It was suggested that 
nature-study might profitably be employed in ‘he two or 
three lowest forms of our public schools, but as it is of 
specially great importance in preparatory schools, Mr. 
Latter thought that the Association should approach the 
preparatory school masters with a view to obtaining some 
uniformity of action on their part. The matter is 
particularly urgent, as a combined examination for entrance 
