354 TRANSACTIONS OF SECTION L. 



WEDNESDAY, SEPT EM BEE 10. 

 Tlie fullowing Report was read, and Discussions took place :— 

 1. Report on Museums. — See Eeports, p. 125. 



2. Discussion upon the Method and Substance of Science Teaching, 

 opened by Professor H. E. Armstrong, F.R.S. In the course of 

 the discussion the following Paper was read: — 



Substance and Method of Science Teaching. B]j Sir Eichard Gregory. 



Science teaching in boys' Secondary Schools usually begins with Nature 

 Study and proceeds to Elementary Physical Measurements. E'lementary Heat 

 iind Elementary Chemistry are Ihen taken, followed by Systematic Chemistry 

 and. in the Public Schools, by. General Physics. Light, Electricity, Suund and 

 Biology are studied by relatively few boys, and Astronomy, Geology, Natural 

 History, and Archceology are almost unknown as school subjects. 



In most girls' schools, as in boys', Nature Study represents the early stage 

 of instruction in science, and Botany is the main subject taught, but Physics, 

 Chemistry, Hygiene and Domestic Science are also started at an early age. The 

 Physics and Chemistry in some girls' schools are taught on the same lines as 

 in boys'; in others, these subjects are used as introductions to a course of 

 Domestic Science and Hygiene, or of Botany. A course of Experimental Science 

 which embodies the rudiments of both Physics and Chemistry sometimes pre- 

 cedes the formal teacihing of these separate branches of science in both girls' and 

 boys' schools, and may be carried through the curricula. 



As regards the substance of science teaching in general, it may be said, there- 

 fore, that little attempt is made to provide pupils with courses which will give 

 them an intelligent interest in the things around them, whether natural or 

 artificial. The weak points of the instruction are insufficient attention to the 

 broader aspects of natural knowledge and to scientific discovery and invention 

 as human achievements, and failure to connect school work with the big applica- 

 tions of science by which mankind is continually benefiting. There is indeed 

 a tendency, as instruction in science proceeds in the school, for it to become 

 detached from the facts and affairs of life, by which alone stimulus and interest 

 can be secured. 



The chief reason for the narrow character of most science courses in schools 

 is the small amount of time available and the demands made upon it in recent 

 years by laboratory and other practical work. The substance of instruction has 

 suifered from the concentration upon method, and the right adjustment of the 

 conflicting claims of the two in a truly educational course has yet to be found. 



Experimental work is essential for acquiring an acquaintance with the nature 

 and meaning oi scientific inquiry in the field of natural knowledge, and its 

 highest type is reached when the motive and purpose are part of the pupil's 

 own understanding, as it is assumed to be in heuristic teaching. Exigencies of 

 the time-table, however, do not permit of much individual pondering upon 

 problems and their scientific examination ; and organised drill in laboratory 

 exercises illustrating fundamental properties and principles constitutes the 

 experimental work undertaken. Most of the time allotted to science in schools 

 is taken up with this practical work, and what remains is devoted to the elucida- 

 tion of the subjects involved. The scope and rate of study are determined by 

 laboratory work, with the consequence that the outlook attained at the end of 

 a school course is very much restricted instead of being broad and catholic. 



One way to avoid this unsatisfactory end is to separate the training in 

 experimental method from the substance of descriptive lessons and readincr. Let 

 a broad general course of science be followed independently of the in'tensive 

 laboratory, work m particular branches, designed solely to create and foster the 



