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SCIENCE IN SECONDARY SCHOOLS. 197 
a scientific motive. The Headmasters’ Association afterwards approved 
a course of work based upon the principles laid down by Professor 
Armstrong; and the Joint Scholarships Board instituted by the Asso- 
ciation adopted this scheme, which is published under the title ‘ Syllabus 
of an Blementary Course in Physics and Chemistry’ (Educational 
Supply Association, price 3d.; postage 4d.). 
The history of the change in methods of teaching science initiated by 
Professor Armstrong will be found in his work ‘ The Teaching of 
Scientific Method’ (Macmillan, price 5s. net). There are differences 
of opinion as to whether strictly heuristic methods are practicable with 
large classes, but objections raised to them are often based upon mis- 
apprehension, and there can be no question that the introduction of the 
methods have been the means of effecting substantial improvements 
in the teaching of science in schools. Unfortunately, in concentrating 
attention upon training in experimental method, the complementary 
teaching of science as a body of inspiring principles and a truly human- 
ising influence has been neglected ; and it is to this aspect of the subject 
that particular importance is attached in the present report. 
What Professor Armstrong did for the study of physics and 
chemistry has been done by Professor L. C. Miall for experimental 
natural history. Beginning with such a simple natural object as a bean, 
pupils are led to examine the seed; to record its form, size, and general 
structure; to notice the early stages of the bean-plant by sprouting 
seeds in wet sawdust; to find what difference it makes to the seedlings 
whether they are kept in the dark, exposed to faint light, or to full 
sunlight; to determine the nutritive salts required for the continued 
growth of the plants; to demonstrate that green plants draw carbon 
dioxide from the air, forming starch from it, and using up the starch 
in the manufacture of their permanent tissues, as well as in other ways; 
and soon. The study of plant or animal life based upon such methods 
of observation and inquiry has been a valuable means of scientific 
education in many schools. 
The Committee has not considered it necessary to make an ex- 
haustive inquiry into the position of science teaching in secondary 
schools. This will no doubt be done by the Government Committee 
appointed under the Chairmanship of Sir J. J. Thomson to inquire 
into the position occupied by natural science in the educational systems 
of Great Britain. That Committee, however, has industrial and pro- 
fessional interests to consider, as wel! as the claims of science in 
education, and it includes only three or four members familiar with the 
science work carried on in secondary schools. It is believed, therefore, 
that a Committee consisting almost entirely of teachers with experience 
in such schools should be able to perform a useful function by pre- 
senting a report concerned chiefly with existing methods and scope of 
science teaching, and giving schemes of work in which humanistic 
aspects of science occupy a prominent place. 
