Abstract
WHEN the history of education during the nineteenth century comes to be written, one of its most striking features will be presented by the rise and growth of science in the general educational arrangements of every civilised country. At the beginning of the century our schools and colleges were, still following, with comparatively little change, the methods and subjects of tuition that had been in use from the time of the Middle Ages. But the extraordinary development of the physical and natural sciences, which has done so much to alter the ordinary conditions of life, has powerfully affected also our system of public instruction. The mediaeval circle of studies has been widely recognised not to supply all the mental training needed in the ampler range of modern requirement. Science has, step by step, gained a footing in the strongholds of the older learning, Not without vehement struggle, however, has she been able to intrench herself there. Even now, although her ultimate victory is assured, the warfare is by no means at an end. The jealousy of the older régime and the strenuous, if sometimes blatant, belligerency of the reformers have not yet been pacified; and, from time to time, within our public schools and universities, there may still be heard the growls of opposition and the shouts of conflict.
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Science in Education. Nature 59, 108–112 (1898). https://doi.org/10.1038/059108a0
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DOI: https://doi.org/10.1038/059108a0