OcTOBER 9, 1902] 
NATURE 
5235 
in the combination of inductive with deductive reasoning, and 
in accuracy both of thought and language.” History does not 
record what the Privy Council did with the memorial. Had 
the Council been mindful of its duty to the country and paid 
serious attention to so weighty a representation, our present 
position might have been a very different one; the German and 
American bogies would have assumed less portentous dimen- 
sions in our eyes, and we might have found ourselves far better 
prepared than we were to cope with the conditions in South 
Africa. Accuracy of thought and language, according to the 
evidence given before the Committee on Military Education, 
are qualities in which military candidates are particularly 
lacking, notwithstanding the asserted value of Latin—the chief 
subject of study in the Public Schools—-as mental discipline. 
Unless we are prepared to disregard, not only all the lessons 
of the recent war, but also the lessons we have been receiving 
during years past in the wider war of commercial competition ; 
unless we are prepared to disregard the still wider consideration 
that education must be an effective preparation for life and not 
merely for business, the findings of the Committee on Military 
Education must be embodied in our practice. Undoubtedly the 
real issue decided by the Committee was the question whether 
the antecedent, and not the technical, training of military 
candidates was properly conducted. -In other words, ow? 
Public School system was on its trial. Although not referred 
to in so many words, this system is most effectively condemned 
in spirit in every line of the Report, and far more between 
thelines. But the Committee have merely recognised what has 
been known for years and years; not a single novel point is 
brought out—not a single novel issue is raised in their report. 
By making definite recommendations, however, they have lifted 
the subject on to a higher plane, and it is these recommendations 
which require the most careful consideration and reviszon ; for it 
carried out, as they stand, there will be little improvement in 
our condition. The Committee have certainly done more 
than they were asked to do, but not more than they 
were bound to do. By the terms of reference they were to 
consider and report what changes, if any, are desirable in the 
system of training candidates for the Army at the Public Schools. 
Instead they have recognised that education at secondary schools 
has in a great measure conformed to the course generally pre- 
scribed by public professional examinations originally designed 
to secure the selection of candidates who had availed them- 
selves of the advantages of a good general education ; and that 
the State has been careful in the matter of examinations that they 
should be so framed as not to disqualify or hinder the unsuccess- 
ful candidate from entrance into other professions ; or, in other 
words, that neither more nor less is to be exacted from candidates 
for entrance into the Army than from candidates for other pro- 
fessions. Consequently the requirements to be laid down for 
Army candidates are such as can be met from a sound general 
education, and in no way special. The Committee have, in 
fact, pronounced judgment on the subject of all others which is 
of greatest consequence to the nation at the moment. But they 
were not actually appointed for such a purpose, although they 
should have been, as it was to be foreseen that the major issue 
must be tried if the minor were to be settled. The modern 
spirit in education was not sufficiently represented on the Com- 
mittee. Of the witnesses examined, too few had any practical 
acquaintance with the work of education, although a great 
many who could judge of its effects gave evidence ; and the 
practical side of education was scarcely considered. Only one 
witness was examined on behalf of ‘‘ Science,” and Mathematics 
was unrepresented. Such being the case, it is surprising that 
the Committee should have gone so far in their recommenda- 
tions, and a proof how overwhelming the case must be in favour 
of change. 
Among the signs of the time showing that liberal views are 
coming into vogue, I may refer to the provision made in the 
new buildings designed by Mr. Aston Webb and Mr. Ingress 
Bell for Christ’s Hospital School, which was removed from 
London in May last. The new home of this ancient foundation 
is situated in the county of Sussex, about four miles south-west 
of Horsham, and comprises an area of 1300 acres of land— 
meadow, arable and woodland. Nearly 600,000/. have been 
expended on the new school up to date. Provision is made for 
800 boys, and together with the necessary staff, these will form 
a colony of some thousand persons. The school provides its 
own water supply, disposes of its sewage by the bacterial system 
on its own premises, and is lit entirely by electricity generated 
NO. 1719, VOL. 66] 
on the spot. Only food and clothing are derived from the out- 
side. If senior boys, in the future, are allowed to gain some 
insight into the interior management and economy of such an 
institution, what wonderful opportunities they will enjoy! And 
I hope the day is not far distant when boys will learn to under- 
stand everything connected with the school in which they pass 
so many years of their lives. A school should be the last to 
deny to boys every opportunity of gaining such invaluable 
experience. Fortunately, Christ’s Hospital School is conducted 
on the hostel system ; the masters are therefore not charged 
with household cares, and have no temptation to withdraw 
their thoughts from the work of education. The school has no 
taint of commercialism about it. It will be a happy day for our 
country when this is true of all our schools. 
The school buildings are placed nearly in the centre of the 
site and cover an area of about elevenacres. They are disposed 
along a slightly convex line facing southwards, the extremities 
curving gently towards the east and west respectively. The 
main range has a frontage of 2200 feet. At the eastern end, 
detached from the main range and somewhat retired, are the 
Infirmary and Sanatorium, which has a frontage of 500 feet. 
There are extensive playing fields and also a Gymnasium and 
Swimming Bath. 
The scholastic buildings are grouped in the centre around a 
“Quad,” 300 feet by 240 feet. 
The Dining Hall, 154 feet by 56 feet, behind which are the 
Kitchens and subsidiary offices, is placed on the north side of 
the Quad. The Chapel has sole possession of the western side. 
The School Hall, 130 by 50 feet, is at the centre of the southern 
side, class rooms being provided in two buildings parallel to it, 
but separated by intervals of 40 feet. 
The Science School faces the Chapel, filling the eastern side. 
The Art School and Library are arranged at right angles to it, 
somewhat in the background. The Science School consists of 
four main “laboratories,” with subsidiary smaller rooms- 
attached to each. No lecture rooms are provided, as Science is 
to be studied at the work bench ; but each of the laboratories 
has a space arranged so that demonstrations may be conducted 
within it. The laboratories are fitted up as workshops, as well 
as in the ordinary way, so that boys may use tools as well as 
test-tubes, and the effort has been made to keep the fittings 
as simple as possible. Workshops for specific manual instruc- 
tion will be provided in addition to the Science Schools. Ex- 
perimental Science will be taught throughout the school. It 
will be obvious that body, mind and soul have all been cared 
for. Whilst due provision has been made for the intake of that 
energy which is so indispensable to the indulgence in mental 
effort as well as to the maintenance of the vital machinery, 
science has received recognition at the hands of the designers 
of the Buildings, of the Governing Body and of the Head 
Master in a manner heretofore unusual ; it has actually been 
placed on an equality even with religion and with literary study, 
and it may be hoped that the reverent regard of the beauties and 
wonders of Nature gained in the Science workshops and in the 
surrounding country will but deepen the feelings of devotion 
proper to the Chapel and greatly help in lifting the life of the 
school to a high level. May the example not be without effect. 
It has been my privilege to act as the nominee of the Royal 
Society of London on the Governing Body of the School during 
several years past, and I may be permitted to bear witness to 
the manner in which one and all have been mindful of the needs 
of. the times in arranging the new buildings. I believe few 
Governing Bodies of Schools will do otherwise than promote 
advance, if properly advised. Kesistance to progress comes 
from within the schools. The public must force the schools to 
reform. 
Let me now return to the recommendations of the Committee 
on Military Education. It is to be noted that they clearly 
involve the recognition of two sides to education—a éterary and 
a practical. J use the term practical advisedly, because it would 
be wrong to drawa distinction between a literary and a scientific 
side, as the whole of education should be scientific, and science 
—true knowledge—and scientific method—true method—should 
pervade and dominate the whole of our teaching, whatever the 
subject-matter ; and as the object of introducing experimental 
science into the school is to give the scholars an opportunity of 
gaining their knowledge at first hand—by practical heuristic 
methods, as distinguished from literary didactic methods—the 
introduction of such discipline may be properly said to involve 
the recognition ofa practical side. 
