830 EEPORT— 1902. 



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 aide of the Quad. The Chapel has sole 

 possession of the western side. The School Hall, 1.30 feet 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 bacliground. 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 demonstra- 

 tions 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. Work- 

 shops for specific manual instruction will be provided in addition to the Science 

 Schools. Experimental 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 luiusual : it has actually been 

 placed on an equality even with religious 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 as well as 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 bigh 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 an-anging 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 tbe Committee on Military 

 Education. It is to be noted that they clearly involve the recognition of two sides 

 to education — a literary and a practical. I use the term practical advisedly, 

 because it would be wrong to draw a 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 distin- 

 guished from literary didactic methods — the introduction of such discipline may 

 be properly said to involve the recognition of a practical side. 



The term practical must not be understood as the antithesis of theoretical. 

 Practice is inseparable from theory in all true teaching, the advance from one 

 practical step to the next being always over a bridge of theory. But if it be 

 granted that education necessarily has two sides, it follows that the Committee 

 on Military Education are illogical in their recommendation that Latin and 

 Experimental Science may be treated as alternative subjects : they are but 

 complementary, not alternative, subjects. The only possible alternative to Latin 

 would be a subject in the literary branch — another language, in fact. 



But the recommendations of the Committee are also far from satisfactory on 

 the subject of languages. ' The study of languages,' they say, ' forms a third 

 main feature of a sound general education. Of these the most important, from 

 an educational point of view, is Latin. Modern languages, though much inferior 

 to Latin as a means of mental discipline (at least as generally taught), must none 



