Abstract
WE print with pleasure on another page a remarkable article from the Times of Monday. In itself the article may present nothing remarkable to the readers of NATURE, but as the deliberate utterance of the leading organ of opinion in this country, it marks a distinct stage of progress towards a more enlightened conception of what constitutes education. We hope that it is significant of the near approach of a radical change of the conception in this country of what subjects should be included in elementary education. We need not be surprised at the fate of Sir John Lubbock's Bill for the introduction of elementary science into schools, when such erroneous conceptions of what science is apparently exist in the mind of the Minister of Education in the House of Commons, Lord George Hamilton. The Vice-President of the Council has much to learn, when his idea of the Royal Society, one of the most venerable institutions in the country, is that of a kind of select Polytechnic, where “lectures” are delivered on “biology, chemistry, natural history, mechanics, astronomy, mathematics, and botany.” But he is new to his Avork, and we must hope that the debate of Thursday last may lead him to obtain a more accurate conception of what is meant by elementary science.
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SCIENCE IN SCHOOLS . Nature 18, 273 (1878). https://doi.org/10.1038/018273a0
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DOI: https://doi.org/10.1038/018273a0