224 SECTIONAL ADDRESSES 



require a good training in laboratory arts and an ability to make use of 

 the simplest means of illustration. 



The Making of the Science Teacher. 



Over-specialisation. — It would be of interest to ascertain the proportion of 

 science graduates who ultimately become science masters and who intended 

 originally to adopt that profession. The number is probably small, and 

 explains the complaint that many young graduates, possessing a diploma 

 in education, are unable to deal with junior science classes, and fail to 

 interest and to get down to the level of their pupils. Due to their narrow 

 specialisation, they are unable, or unwilling, to undertake even elementary 

 instruction in a broad course of general science. The preference given 

 in school appointments to men with high degrees further ensures 

 specialisation. There is something wrong when it requires three different 

 specialists to teach a boy of sixteen the modicum of science with which 

 he leaves school. There is no such specialisation in literary, language 

 or mathematical studies. This haphazard preparation of the science 

 teacher for his hfe's work explains the failure of general science to obtain 

 any firm footing in the schools, and also the large number of candidates 

 for the school certificate examination who receive an education in science 

 so narrow as to be of little service to them in life. 



In Irish secondary schools there is no alternative to general science 

 for the first school certificate ; specialisation is only allowed for the 

 higher certificates taken at about eighteen years of age ; but we 

 find difficulty in obtaining teachers of all-round training and broad 

 sympathies. 



To remedy these defects we recently organised an intensive course of 

 general science for a group of selected graduates. The instruction in 

 elementary physical and biological science was given partly by inspectors 

 and partly by the students themselves under direction. We quickly 

 discovered the necessity for our experiment, and found that elementary 

 work, such as would be covered in the first university year, was half-known 

 and its importance little appreciated ; practical work was slow and 

 inaccurate, and there was little evidence of an understanding of scientific 

 method or of an ability to undertake an experiment to answer a specific 

 question. The material was good and the students responded admirably 

 to a rather stern disciplinary training. The results of the course, as far 

 as we can at present assess them, were very satisfactory. 



Vocational Training for Science Teachers. — It would seem that science 

 teachers should be trained for their work in life as deliberately as candi- 

 dates for other professions. The universities have not yet seriously faced 

 this problem, but years ago the Royal Colleges of Science did offer courses 

 designed for this purpose, which, though not ideal, produced a large 

 number of very sound teachers. Such a course should provide a very 

 thorough foundation in physics, chemistry, botany, animal physiology, 

 geology and physiography. Emphasis should be laid upon the meaning 

 of scientific method as exemplified by the work of the great pioneers, 

 ancient and modern. The course should preserve a professional outlook 



