472 REPORTS ON THE STATE OF SCIENCE, ETC. 



provide a continuous thread of reasoning for the practical work and a 

 definite purpose for whatever is undertaken. It is obvious that this 

 method demands much more intensive work on the part of the teacher 

 than is required when a prescribed course of exercises is followed; and 

 on this account varying opinions are held as to its practicability and 

 value. What is wanted for the teacher is a laboratory which he has 

 freedom to use exactly when and for whom the teaching requires it, 

 and independently of syllabuses prescribed by external authorities, 

 whether the subject-method with a definite laboratory course is being 

 followed, or the ancillary method in which the experiment to be under- 

 taken by any pupil rnay arise from his own demand, or be assigned to 

 him to clear up some observed misapprehension, or as a challenge to 

 test his knowledge of what he has been taught, and his resourcefulness, 

 or simply to give the final security of personal practical experience, aa 

 already mentioned. 



The field which can be surveyed practically in any school course of 

 laboratory work which forms part of a general education is necessarily 

 limited in scope even when the subject-method is followed, and is more 

 so when the object of the work is to encourage the natural spirit of 

 inquiry, and thus to create a perception of the means by which new 

 scientific knowledge is gained. Increased attention to laboratory exer- 

 cises has, indeed, in recent years often been associated with a very 

 restricted acquaintance with the world of science. The tendency has 

 been to make all the teaching a matter of measurement, to the neglect 

 of the human aspects of the pursuit of natural knowledge. The teach- 

 ing is, in fact, inclined to be narrow and special rather than broad and 

 catholic. Experimental work should bring appreciation of the preci- 

 sion and methods of scientific inquiry, but, in addition to this instruction, 

 an attempt should be made to cultivate interest in achievements of 

 research outside the school walls. 



While, therefore, prime importance must be attached to adequate 

 provision for laboratory work undertaken with the view of imparting 

 a knowledge of experimental methods of inquiry, it is essential that there 

 should also be instruction in the broad principles and results of scientific 

 work which cannot be brought within the limits of a laboratory course. 

 Every pupil should not only receive training in observational and 

 experimental work but should also be given a view of natural knowledge 

 as a whole. The object should be to evoke interest rather than to impart 

 facts or data of science prescribed by an examination syllabus, or even to 

 systematise their rediscovery. There should be no specialisation before 

 the stage of Matriculation has been reached, and whatever instruction 

 is given should be from the point of view of general education. 



Human Aspects of Science- — Assuming that laboratory work is 

 commenced at a suitable stage, the question arises as to the isest means 

 of presenting the broad view of scientific facts and principles desirable 

 in a modern liberal education. It should not be possible for any pupil 

 to complete a course at any secondary school without a knowledge not 

 only of experimental methods but also of the meaning of common 

 natural phenomena. Much of this knowledge can be given, and is 

 being given, to an increasing extent, in connection with the teaching of 



