456 REPORTS ON THE STATE OF SCIENCE, ETC. 



Students who have been trained will have had their attention directed 

 to the desirability of breadth of curriculum and it is to be regretted 

 that a large number of intending science teachers do not take any 

 training course. 



There was, and is still to some extent, a tendency to require that 

 teachers shall hold honours degrees in their subjects. Of fourteen 

 mathematics posts advertised in the Times Educational Supplement, from 

 October 22 to November 12, seven called for honours degrees in the 

 applicants. During the same period it was stated in eight out of sixteen 

 advertisements for teachers of specified science subjects that honours or 

 high honours were necessary. Of six vacancies for general science, one 

 asked for an honours graduate. 



4. Reform in the Teaching op Science. 

 The Basis of Science Work in ScJwols. 



A reform in the methods of teaching science in schools is long overdue, 

 and the need for a strong lead in the matter is evident. There is wide- 

 spread dissatisfaction with the present position — a dissatisfaction as much 

 amongst teachers as amongst leaders of educational thought. 



Since school life extends over a long period of years with well-marked 

 divisions representing big differences in the needs, outlook, and ability of 

 the pupils, it will be useful to define these periods in order to avoid any 

 possible misunderstandings of the object and applications of any recom- 

 mendations the Committee may make. 



School life from the point of view of mental development may be 

 considered to consist of three fairly distinct periods : — 



1. The primary school period — for children from the age of 7 to 11. 



2. The first stage of the secondary school period from 11 to 16 



years, including the adolescent period. 



3. The second stage of the secondary school period — the inter- 



mediate university stage from 16 to 19 years. 

 From the point of view of science teaching, the first stage of the 

 secondary school period is the most important one, and it is with con- 

 ditions during this period the Committee is mainly concerned. Under the 

 age of 11 formal science instruction is, by general consent, out of place, 

 although a carefully arranged scheme of nature study is applicable, and a 

 valuable preparation for the work that follows later. The majority of 

 boys terminate their school life at not later than 16 J years of age ; at 

 present most of those who stay on at school beyond that age may be 

 regarded as preparing for continued education at a university, or for some 

 one of the many professional courses of university standard. These are 

 the specialists, and need very different treatment from those of the middle 

 period. Their success and progress will largely depend upon the soundness 

 of the work done in the earlier stages. Apart from this general link the 

 specialist group can take care of itself, for the character and content of 

 their syllabus will be determined mainly by university requirements. It 

 is, therefore, to be understood that the following suggestions and recom- 

 mendations apply only to that big middle group of boys or girls who for 

 the most part leave school before they are about 16^ years old. 



