474 REPORT — 1903. 



Corresponding Societies would have a considerable share in the direction 

 of matters. Apart, however, from all that, it would seem to be the case 

 that even under existing circumstances a great deal might be done. T am 

 aware many opportunities have been allowed to slip in the passing of the 

 Elementary Education Act of 1870, the Welsh Education Act of 1889, 

 the Technical Education Act of 1891, which gave local authorities power 

 to spend enormous suras of money, the Education Act of 1902, and, last 

 year, the London Education Act. These all pi'ovide for the constitution of 

 a large number of new bodies, and the collaboration of work in connection 

 with existing bodies, and as matters now stand one would be inclined to. 

 believe that, if concerted eftbrt of an intelligent character could be arranged 

 in different neighljourhoods, it might be possil^le to obtain extended powers. 

 Home of these bodies have technical committees, and to these outsiders 

 ai'e sometimes co-opted, so that there is no reason at all why some concerted 

 effort could not be made by persons, scientific and otherwise, in a neigh- 

 bourhood in order to provide for the co-operation of all persons well- 

 disposed towards science. Sir Norman Lockyer is disappointed that so 

 little has been done during the last forty years. We all share that 

 disappointment, for it is very real, but I am afraid our present effort is 

 ten or fifteen years too late. Schemes are now being formulated and 

 elaborated, but it is a difficult matter to interfere with the constitution of 

 existing schemes. It has been suggested that, in addition to these various 

 bodies, partly elected and partly co-opted, consultative committees should 

 be formed. I have not much opinion of the value of consultative com- 

 mittees, for the bodies formed by these local authorities would be jealous 

 of allowing sucli a committee to interfere with their deliberations and the 

 spending of money. They would not be allowed to liave a definite voice 

 in the management of their affairs, and in a few years the consultative 

 committee would become practically defunct. One thing to be noticed in 

 relation to this subject is, we are not only concerned witli the elementary, 

 but with .secondary schools, and it is a much more diificult matter to deal 

 with them, Itecause the organisation of .secondary schools is not so complete. 

 There is a third set of schools which jiresent an even greater difficulty, 

 and that is the private schools. Of these there are something like 8,000, 

 in which the boys and girls of a lai'ge number of our members are 

 educated, but owing to the lack of organisation it is difficult to effect any 

 change in the course of instruction introduced into these schools. And 

 yet it is a most important matter. Why should not these children be 

 educated in the elementary principles of science ? Yet apparently nothing 

 can be done. If a resolution is formulated some of these eventualities 

 may be considered. Further, science is often at a discount in the minds 

 of the public because, as a matter of fact, the science which is taught in 

 some of our schools is, not to put too fine a point on it, no science at all. 

 We want it taught by well-trained teachers, rather than that the children 

 shoiild be crammed with certain facts of science by a teacher who, because 

 he has just taken a course of twelve lessons in agriculture, for example, is 

 supposed to know all about the nature of the .soil, the value of manures, 

 the rotation of crops, and so on. As a matter of fact he knows very 

 little, and parents unite in holding him up to scorn. I do not want a 

 cook who can pi-esent yards of certificates, and yet spoils my dinner. 

 Science is at a disadvantage. Let us be careful ; we not only want 

 science taught, but we want it taught in a proper scientific way. 



Professor W. W. Watts (Caradoc and Severn Yalley Field Club) ; 



