L.—EDUCATIONAL SCIENCE 221 
All university education in science and technology is designed primarily 
to produce teachers or professional scientists or technicians. Most 
engineering students intend to become practising engineers; most 
chemists who do not enter the teaching profession become research 
chemists or chemical engineers ; most students of biology become doctors 
or professional biologists. A few graduates in science break adrift, and 
turn with success to other occupations : to the law, for example, to general 
administration, or even to literature! Of His Majesty’s present Ministers, 
one took a degree in biology at a Scottish university, and another a degree 
in chemistry at an English university. But these are rare exceptions ; 
most science graduates are specialists skilled in a particular branch of 
science, and ignorant of other branches. A hundred years ago it was not 
difficult for a scientific man to follow in detail the work of others ; now it is 
as much as a specialist can do to keep abreast of the progress of knowledge 
in the particular field in which he is interested. No one studies science 
at a university as a general education, as men study classics, philosophy, 
and history ; indeed no one can, for no university supplies the oppor- 
tunity. ‘Modern Greats’ at Oxford includes the study of history, 
economics, philosophy and ‘ the structure of modern society,’ but not of 
science ! 
During the present century there has been a struggle to secure a wider 
recognition of the value of scientific study and research, not only for the 
advancement of knowledge, but for the progress of civilisation. Now 
that this recognition is widespread ; now that we all see plainly the great 
influence of scientific discovery on social developments; now that 
specialised departments of science are flourishing at universities ; surely 
an effort should be made to provide for men who have no desire to become 
specialists, but who wish to study the broad principles and applications 
of science, for their own education, and as the best preparation for after- 
life in many spheres of human activity. The place of the specialist in 
industry and in the machinery of Government is assured. Large estab- 
lishments have grown up, mushroom-like, to meet the demand for industrial 
research. Biological research is also gaining recognition, but more 
slowly, for public opinion has not yet been educated to the point of realis- 
ing that, in the long run, it would be fatal to attach more value to industrial 
research than to applied biology. With all this increase of scientific 
activity, there has arisen an urgent need for skilled administrators and 
men in public life who have a real knowledge of the principles and methods 
of science ; not the kind of knowledge that is derived from conversation, 
listening to broadcast talks, and reading popular books, however good 
these may be, but that which is gained by serious study. We cannot 
complain that there are few such men among the present generation ; 
it is a great thing that there has been a change of attitude of mind. But 
unless something is done, there will be no greater number in the next 
generation. 
Is the time ripe for action on the part of the universities? I think it is. 
The great accession of knowledge in all branches of science may often 
seem bewildering ; but its effect has been to make the main principles 
clearer, and easier to teach, for a connecting thread runs through them. 
