ON THE CURRICULA OF SECONDARY SCHOOLS. 535 



familiarity with scientific method. Examinations will continue to impede 

 this aim in so far as the school-work is forced to conform to the examina- 

 tion rather than vice versa. 



(6) We desire a more extended recognition of geography as a science 

 subject, in association with elementary geology. Rightly taught by means 

 of exercises both in and out of school, geography is capable of providing 

 a training in scientific method, of inspiring interest in natural phenomena, 

 and of co-ordinating work in many branches of science. 



(7) We are of opinion that more attention may wisely be given to 

 the claims of biology in upper forms. 



(8) We note with satisfaction that the necessary correlation is observed 

 as regards chemistry and physics. We find that there is too little correla- 

 tion of (a) mathematics with physics, (6) chemistry with English com- 

 position, (c) nature-study with art, (d) physics with workshop instruc- 

 tion, (e) geography with all other branches, especially meteorology and 

 nature-study. 



The need for more correlation of mathematics and physics implies 

 the need for more co-operation between teachers of those subjects. We 

 believe that the classification into mathematical sets might be accepted 

 by the science masters as the classification for science sets also. It 

 should be pointed out that much of the work which has been done in the 

 physical laboratory can advantageously be transferred to the mathematical 

 classes. Mensuration, including the greater part of the work frequently 

 described as elementary physical measurements, should be part of the 

 mathematical teaching. The work in the physical laboratory should, even 

 at the beginning, be of a truly experimental character. 



(9) We are impressed with the need of bringing all science work into 

 closer touch with everyday experience (see Professor Miers' Address to 

 the Public Schools Science Masters' Association, January 1908, pub- 

 lished in an abridged form in the 'School World,' March 1908). 



(10) There is a need of inspiring and well-written books on scientific 

 works and achievements. It is unwise to limit a boy's ideas in science 

 to the narrow experience he can gain in a laboratory or can hear in a 

 class-room ; such a course must in many cases lead to distaste for science. 

 On the other hand, we question the value of the stream of elementary 

 text-books continually poured forth. What is wanted is a scholarly 

 literature of science. 



(11) There are too few laboratory assistants in secondary schools of all 

 types ; a most wasteful ' economy.' 



