Abstract
SOME instruction in science is now provided at most of the secondary schools in Great Britain. Such instruction, in the case of the boys' schools, usually takes the form of an introduction to chemistry and physics, while in girls' schools botany and chemistry are frequently the only branches of science taught. JFor various reasons, which have so often been the subject of reference in these columns that they need not be repeated now, those pupils who show any aptitude for science are mostly led for the last two years at school to tread the path of specialisation on their journey to the universities. They arrive at the universities embryo chemists, physicists, or botanists, where they are hatched out as full-fledged specialists destined to act as guides to others along the same narrow paths, or to apply their specialised knowledge to industry or in one or other of the public services. Only the comparatively few forsake the paths of specialisation and find scope in leadership and control for the exercise of the particular qualities of mind engendered by the study of science.
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Science and Leadership. Nature 121, 233–235 (1928). https://doi.org/10.1038/121233a0
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DOI: https://doi.org/10.1038/121233a0