xliv REPORT — 1867. 



supplement it by the voluntary system, to enable the boys of higher scientific 

 ability to study those parts of the course of Experimental Physics which 

 will rarely, if ever, be included in the compulsory school system. Lectures 

 may also be occasionally given by some non-resident lecturer with a view of 

 stimulating the attention and interest of the boys. We add appendices con- 

 taining details of these two systems as worked at Rugby and Harrow *, and 

 we believe that a combination of the two would leave little or nothing to be 

 desired. 



The thorough teaching of the Physical Sciences at schools will not, how- 

 ever, be possible, unless there is a general improvement in the knowledge of 

 Arithmetic. At present many boys of thirteen and fourteen are sent to the 

 Public Schools almost totally ignorant of the elements of Arithmetic, and in 

 such cases they gain only the most limited and meagre knowledge of 

 it ; and the great majority enter ill-taught. It is a serious and lasting 

 injury to boys so to neglect Arithmetic in their early education ; it arises 

 partly from the desire of the masters of preparatory schools to send up 

 their boys fitted to take a good place in the classical school, and from the 

 indifference of the public schools themselves to the evil that has resulted. 



7. With a view to the furtherance of this scheme, we make the following 

 suggestions :— 



i. That in aU schools Natural Science be one of the subjects to be 

 taught, and that in every Public School at least one Natural Science 

 master be appointed for the purpose. 



ii. That at least three hours a week be devoted to such scientific instruc- 

 tion. 



iii. That Natural Science should be placed on an equal footing with 

 Mathematics and Modern Languages in affecting promotions, and in 

 winning honours and prizes. 



iv. That some knowledge of Arithmetic should be required for admission 

 into all Public Schools. 



V. That the Universities and CoUegcs be invited to assist in the intro- 

 duction of scientific education, by making Natural Science a subject of exa- 

 mination, either at Matriculation, or at an early period of a University 

 career. 



vi. That the importance of appointing Lecturers in Science, and off'eruig 

 Entrance Scholarships, Exhibitions, and Fellowships for the encourage- 

 ment of scientific attainments be represented to the authorities of the 

 Colleges. 



With reference to the last two recommendations, we would observe that, 

 without the cooperation of the Universities, Science can never be effectively 

 introduced into School education. Although not more than 35 per cent., even 

 of the boys at our great PubUc Schools, proceed to the University, and 

 at the majority of schools a still smaller proportion, yet the curriculum of 

 a public school course is almost exclusively prepared with reference to the 

 requii-ements of the Universities and the rewards for proficiency that they 

 offer. No more decisive proof could be furnished of the fact that the Univer- 

 sities and Colleges have it in their power to alter and improve the whole 

 higher education of England. 



* See Appendices B and C. 



