844, REPORT—1904. 
FRIDAY, AUGUST 19. 
The following Papers and Report were read :— 
1. Specialisation in Science Teaching in Secondary Schools. 
By J. H. Lronarp, B.Sc. 
While it is admitted that too early a specialisation is an evil, indications 
are not wanting which show that the efficiency of science teaching in schools is 
itself threatened with a particular kind of specialism. 
A sketch was given of the broad lines which school science teaching may be 
supposed to follow, emphasis being laid upon its practical nature and the mental 
training involved. 
In contrast to this, certain cases were cited where mechanics is studied in 
some detail before any attention is paid to such branches of physics as optics, 
electricity, and magnetism. In other cases, again, experiments in titration are 
performed before sufficient progress has been made in elementary chemistry. 
Botany and physiography meet with no recognition in such schools. 
It was maintained that such instances as these exemplify what may be termed 
‘specialisation’ for want of a better word, ze, one study is accorded undue 
prominence, 
It was shown that the effects of such ‘ specialism’ are bad, since the school 
time is not proportionately allotted—e.., the omission of botany—while the effect 
on the scholars themselves, so far as can be judged, is to weary them instead of 
maintaining their interest. 
2. Short Description of ‘ Realistic Arithmetic.’ 
By Lieut.-Colonel G. Macxintay, late R.A. 
This apparatus consists of a series of blocks of different sizes, each approxi- 
mately of the proportions of an ordinary brick, threaded on cords for convenience 
of manipulation. 
The exact proportions of each block are such that ten of one size placed 
together exactly make the figure of one of the next larger blocks, and all 
the blocks are similar figures. No other proportions except those adopted in 
‘Realistic Arithmetic’ (in which the lengths of edges always increase by the 
factor</ 10, which is approximately 2°1544) will fulfil these conditions. Evidently 
a cube will not do so, as ten cubes will not build up into one larger one. 
This harmonious arrangement leads to a very simple and real demonstration of 
‘carrying’ in addition and ‘decomposing,’ or ‘ borrowing,’ in subtraction. Sums 
in addition, subtraction, multiplication, division, &c., can be actually carried out 
with magnitudes which are 7eally what they profess to be. 
Considerable magnitudes can be faithfully represented ; for instance, one of the 
smallest blocks is really one-millionth part of a large block. 
Decimals follow in the most natural manner, and all difficulties can be cleared 
away ; for instance, it can be shown at once that a long string of decimals is less 
than 1. 
Fractions and proportion can also be illustrated by means of ‘ Realistic 
Arithmetic.’ Though chiefly intended for the use of little children, older ones 
may refer to it occasionally, as such things as ‘scales of notation,’ ‘ limits, and 
even an illustration of the differential calculus, can be given by its aid. 
3. Report on the Influence of Examinations.—See Reports, p. 360. 
