Abstract
IT has long been felt that a great defect in our secondary school education has been that boys and girls may pass on to the universities or out into the world of business without having received any instruction in science or any skilled guidance in the pursuit of their scientific hobbies. It is owing probably to a defect of this kind in the education of many of our public men that we have so often to complain of the indifference that is shown to pressing necessities for the better encouragement and endowment of scientific research. It is true that many of our large public schools are now provided with first-rate teachers of science and with well-equipped scientific laboratories, so that the boy or girl who takes the modern side may receive a really good foundation of scientific knowledge. It is also true, however, that, owing to the tyranny of our scholarship system the classical boys in the upper forms of secondary schools have not time to devote to instruction in any branch of science, and for the same reason the education of boys in elementary science is too frequently neglected, both in the preparatory schools and in the lower forms of secondary schools.
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Science Teaching. Nature 111, 173–174 (1923). https://doi.org/10.1038/111173a0
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DOI: https://doi.org/10.1038/111173a0