SECTIONAL TRANSACTIONS.— L. 4,21 



particular lines. If the lines of growth had differed the product would have been differ- 

 ent. Social, political, religious, and psychological environment have all had their 

 share in shaping tlie growth of scientific knowledge. Our Science is thus as much a 

 product of tradition as our Law, and can only adequately be grasped by those who 

 receive the tradition. 



A radical and effective remedy would be a re-casthig of the ' humane ' side of school 

 .studies so as to provide organised instruction in the history of the things that ' make 

 life worth living,' in other words of ' Civilisation.' The History of Civilisation, which 

 includes the History of Science, could well become the basic humane study. The old 

 classical education was really an attempt at imparting a conception of the History of 

 Civilisation. The re-easting of humane studies is, however, too ambitious a programme. 



There is a current idea that science has so ' advanced ' that no one can survey it 

 as a whole. If this were so, it would be reason to exclude science from general education, 

 for if science does not unify and simplify it is of little educational worth. Some attempt 

 must then be made to survey science as a whole. This can be done through history. 

 The History of Science can be treated as a part of the History of Civilisation, which 

 should replace the merely political so-called ' World History ' or ' European History.' 

 Science is here of special value because of the unifying impression given by it. Such a 

 History of Civilisation would involve an elementary survey of science as a whole. 



In expressing this attitude to scientific knowledge there is danger of misunder- 

 standing. Science as such must involve contact with phenomena and not mere discourse. 

 Teachers rightly fear the treatment of mere book-learning as though it were science. 

 So far as the History of Science is concerned, however, the fear is groundless. It arises 

 from a confusion of two separate functions of the teacher. On the one hand he has to 

 train his pupil to live his life, on the other to provide him with a life worth living. 

 Practical acquaintance with the method of science is necessary for the former. 

 A general survey of science that would help him to understand his world is no less 

 necessary for the latter. 



2. Dr. E. T. GuNTHER. — The Educational Value of the Lewis Evans 

 Collection of Historic Scientific Instruments. 



The collection recently presented to the University of Oxford by T)r- Lewis Evans 

 has been installed in the Old Ashmolean Building, erected in 1679-83, as a central 

 Institution for Scientific Studies. It was evident that this collection, though 

 especially rich in early astronomical and mathematical apparatus, would, from the 

 very fact of its association with an historic building, serve as a lodestone round which 

 would gather other collections illustrative of the history of scientific studies in Oxford. 

 This expectation has been amply justified and students can now examine side by side 

 several series of instruments illustrating the educational methods of the principal 

 periods of European science. 



Starting with astrolabes made by Moors in Spain in the eleventh and twelfth 

 centuries, we have instruments used in Oxford by the members of the Merton School 

 in tlie fourteenth century, one of these, the rectangulus of Richard of Wallingford 

 (1326), has been reconstructed for the first time this year, its sixth centenary. The 

 navigational instruments of the Elizabethan period are well represented by the great 

 astrolabe of Humphrey Cole, specially lent, with other instruments, by the University 

 of St. Andrews for exhibition at the meeting. The earliest known theodolite by the 

 same eminent maker is also shown. The scientific inventions of the founders of the 

 Royal Society in Oxford can, unhappily, only be illustrated by a few models and 

 reconstructions of works by Boyle, Hooke, Wren, and Mayow, but the period imme- 

 diately following is most admirably illustrated by the unique orrery collection, lent 

 by Christ Church, and the nature of the scientific teaching of a century later, 1790-1820. 

 is shown by the cabinet of physical apparatus lent by Oriel College, and by some old 

 chemical glass from the University laboratory in the Old Ashmolean Building. This, 

 perhaps the oldest collection of chemical glass in the world, illustrates educational 

 methods from the time of Lavoisier to that of Sir Humphry Davj'. We owe its 

 preservation to one of the founders of the British As.sociation, Dr. Charles Daubeny. 

 and to his successors at Magdalen College. 



Siiggestions as to the best method of displaying these historic treasures are 

 invited by the Curator. At present they are all on exhibition in the Old Ashmolean 

 Building. 



