xl REPOKT — 1867. 



ceived tlie approval of so many men of the highest eminence in every rank 

 and profession, and especially of those who have made the theory and prac- 

 tice of education their study, that it is impossible to doubt the existence of 

 a general, and even a national desire to facilitate the acquisition of some 

 scientific knowledge by boys at our Public and other Schools. 



2. We would point out that there is already a general recognition of 

 Science as an element in liberal education. It is encouraged, to a greater or 

 less degree, by the English, Scotch, and Irish Universities ; it is recognized 

 as an optional study by the College of Preceptors ; it forms one of the sub- 

 iects in the Local Examinations of Oxford and Cambridge ; and it has even 

 been partially introduced into several Public Schools. We have added an 

 appendix containing information on some of these points*. But the means 

 at present adopted in our Schools and Universities for making this teaching 

 effective, are, in our opinion, capable of great improvement. 



3. That general education in Schools ought to include some training in 

 Science is an opinion that has been strongly urged on the following grounds : — 



As providing the best discipline in observation and collection of facts, 

 in the combination of inductive with deductive reasoning, and in accu- 

 racy both of thought and language. 



Because it is found in practice to remedy some of the defects of the 

 ordinary school education. Many boys on whom the ordinary school studies 

 produce very slight effect, are stimulated and improved by instmction in 

 science ; and it is found to be a most valuable element in the education 

 of those who show special aptitude for literary culture. 



Because the methods and results of Science have so profoundly af- 

 fected all the philosophical thought of the age, that an educated man is 

 under a very great disadvantage if he is unacquainted with them. 



Because very great intellectual pleasure is derived in after life from 

 even a moderate acquaintance with Science. 



On grounds of practical utUity as materially affecting the present 

 position and future progress of civilization. 



This opinion is fully supported by the popular judgment. AU who have 

 much to do with the parents of boys in the upper classes of life are aware 

 that, as a rule, they value education in Science on some or all of the grounds 

 above stated. 



4. There are difficulties in the way of introducing Science into schools ; 

 and we shall make some remarks on them. They will be found, we believe, 

 to be by no means insuperable. 



First among these difficulties is the necessary increase of expense. For 

 if science is to be taught, at least one additional master must be appointed ; 

 and it will be necessary in some cases to provide him with additional school- 

 rooms, and a fund for the purchase of apparatus. It is obvious that the 

 money which will be requisite for both the initial and current expenses, must 

 in general be obtained by increasing the school fees. This difficulty is a real 

 but not a fatal one. In a wealthy country like England, a slight increase in 

 the cost of education will not be allowed (in cases where it is unavoidable) 

 to stand in the way of what is generally looked on as an important educa- 

 tional reform ; and parents will not be unwilling to pay a small additional 

 fee if they are satisfied that the instruction in Science is to be made a reality. 



Another ground of hesitation is, the fear that the teaching of Science 

 will injure the teaching in classics. But we do not think that there 



* See Appendix A. 



