ON THE TEACHINO OF SCIENCE IN ELEMENTARY SCHOOLS. 433 



1 Large classes. 



2. Multitude of subjects. 



3. Insufficiency of the training course for teachers in Science subjects. 



4. EflFects of the old Science and Art system, which is clearly far too 

 formal and pays far too little attention to ordinary requirements. 



In girls' schools the teaching of Domestic Science and Domestic 

 Economy is gradually assuming importance, but it is to be feared that 

 the course is rarely of a satisfactory chai'acter, being far too formal and 

 inelastic, besides lacking a proper scientific basis. 



The same may be said of Nature Study. There is a danger that 

 education authorities, realising the value, as a training and as a matter 

 of interest, of ' Nature Study,' will force instruction in this subject in 

 schools in which the teachers are quite unable to handle it effectively by 

 reason of their want of scientific training and knowledge. 



Lastly, it should be pointed out that your Committee has always taken 

 a deep interest in manual training. At Southport, in 1883, a recom- 

 mendation was passed that this Committee ' be requested to consider the 

 desirableness of making representations to the Lords of the Committee 

 of Her Majesty's Privy Council on Education in favour of aid being 

 extended towards the fitting up of workshops in connection with elementary 

 day schools or evening classes and of making grants on the results of 

 practical instruction in such workshops under suitable direction and, if 

 necessary, to communicate with the Council.' In 1885 the Committee 

 reported to the Council that they did consider it desirable to make 

 representations to the Education Department. The Council unfortunately 

 missed an opportunity, as they did not see their way to proceed further 

 in the matter. 



Since then manual training has acquired considerable importance in 

 elementary schools : the introduction of such work was in no small 

 measure due to the activity of two members of your Committee, Dr. Glad- 

 stone and Sir Philip Magnus, on the Joint Committee of the City and 

 Guilds of London Institute, the Drapers' Company and the School Board 

 for London. There is little doubt that the educational value of this 

 subject has not yet been suflBciently appreciated and that the time is 

 now come to introduce broader conceptions and largely extend it. 



In view of the national importance of developing the scientific spirit 

 in elementary schools, it is not too much to say that it is now the duty 

 of the Association to intervene with constructive proposals which will 

 promote such an object : judging from the great success which has 

 attended the labours of the Committee on the teaching of chemistry 

 in schools and the recent discussion on the teaching of mathematics, 

 there can be little doubt that a general inquiry might now be undertaken 

 with great advantage and that proposals might be made which would be 

 of the greatest value in guiding educational authorities generally. It 

 appears desirable that a special Committee should be appointed to report 

 upon the course of experimental, observational, and practical studies most 

 suitable for elementary schools and generally as to the steps which it is 

 desirable to take to secure proper attention to and encouragement of 

 such studies. All who have paid attention to the subject will probably 

 agree that some organised effort should now be made to extend the teach- 

 ing of scientific method. 



1903. ~ F P 



