872 REPORT — 1903. 



The number of schools of science increased so rapidly that it appeared there 

 might be a danger of too many of this type being started on insufficient educational 

 grounds. Science instruction was carried in them to such an advanced point and so 

 many hours of the week were spent on it that they became in some degree specialised 

 schools. At least eight hours a week had to be devoted to science, ten to literary 

 instruction, and five to mathematics — any further time available could be spent 

 on any section that was considered desirable. For some pupils the time devoted to 

 science is barely enough, but for others who intend to follow careers in which the 

 literary section should predominate it appeared that some curtailment of hours in 

 the science section might be usefully allowed, and it became a question how far 

 such instruction might be shortened without impairing its soundness. After 

 much anxious thought it was considered that four hours per week, besides 

 mathematics, was the very least time that ought to be devoted to such instruction, 

 and that the latter part of it should be practical work. A scheme embodying 

 this modification was approved by the Lord President and the Vice-President 

 whilst I was Principal Assistant Secretary for Secondary Education, and smaller 

 grants than those for schools of science were authorised in 1901 for those schools 

 who were prepared to adopt it. By the scheme instruction has to be given only 

 in such subjects and to such an extent as is really necessary to form part of that 

 general education of ordinary students who might not have to follow in industrial 

 pursuits. This modified and shortened course has met with unqualified success. 

 Some 127 schools came under the scheme the first year, and I gather that there will 

 be a considerable increase in numbers in the future. The establishment of schools 

 of science and of these schools may be considered to be a great step taken in getting 

 practical instruction in natural knowledge introduced into secondary schools. The 

 leaven has been placed in some 300 of them, and we may expect that all schools 

 which may be eligible for State aid will gradually adopt one scheme or the other. 

 Though it is said that there is nothing in a name, I am a little doubtful as to 

 whether the earmarking of science education as distinct from secondary education 

 is not somewhat of a mistake at the present day. For my own part, I should like 

 to think that the days have passed when such an earmarking was necessary or 

 advisable. The science to be taught in secondary schools should be part and parcel 

 of the secondary education, and it would be just as proper to talk of Latin and 

 Greek instruction apart from secondary education as it is to talk of science instruc- 

 tion. One of the causes of the unpopularity of the Science and Art Department 

 was its too distinctive name. At the same time it would be most unwise at the 

 present time, when the new Education Committees are learning their work and 

 looking to the central authority for a lead, for the State to alter the conditions on 

 which it makes its grants to these schools. It will require at least a generation 

 to pass before modernised education will be free from assault. If science instruc- 

 tion is not safeguarded for some time to come it runs a good chance of disappearing 

 or being neglected in a good many schools. As to the schools which have no 

 financial difliculties, it is hard to say what lines the_y may follow. Tradition may 

 be too strong in them to allow any material change in their courses of study. If 

 it be true that the modem side of many a public school is made a refuge for the 

 ' incapables,' and is considered inferior to the classical side, as some say is the case, 

 such a side is practically useless in representing modern education in its proper 

 light. Again, one at least of the ancient universities has not shown much sympathy 

 with modern ideas, and so long as she is content to receive her students ignorant 

 of all else but what has been called mediaeval lore, so long will the schools which 

 feed her have no great inclination to change their educational schemes. 



If we would only make the universities set the fashion the public schools 

 would be bound to follow. The universities say that it is for the public schools 

 to say what they want, and vice versa, and so neither one nor the other change. 

 It appears to me that we must look to the modern universities to lead the move- 

 ment in favour of that kind of education which is best fitted for the after life of the 

 large majority of the people of this country. If for no other reason, we must for 

 this one bail the creation of two more universities where the localities will be 

 able to impress on the authorities their needs. The large majority of those whose 



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