Broad Lines in Science Teaching

Abstract

IN the curricula of English schools a place, sometimes an important place, has been allotted to “science.” The result has been to kindle intellectual interest in certain boys to whom the other work of the class-room made no appeal, as well as to direct the interests of the more studious to a wider field of intellectual exploration. Even more important has been the influence of the science-masters, who, having no well-worn groove of tradition along which to travel with-the minimum of effort, have brought scientific method to the investigation of methods of teaching. Nevertheless, to many observers the effects of science teaching have been disappointing. Such critics demand that the average youth shall acquire the scientific way of looking at things. This is a very much larger demand than was realised in the early days, and it is the special aim of the book before us to present a broad view of the work which is involved in any sound curriculum which can make boys and girls of secondary-school age the possessors of that which science has to give.

Broad Lines in Science Teaching.

Edited by F. Hodson, with an introduction by Prof. M. E. Sadler. Pp. xxxvi + 267. (London: Christophers, n.d.) Price 5s. net.