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Physical Science in Schools

Nature volume 13, pages 371374 | Download Citation

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Abstract

I CONFESS I did not understand Dr. Watts's letter quite as Prof. Roscoe has done. But that is of little importance. Prof. Roscoe has opened wider questions as regards the position of Physical Science at Schools, and I should be glad of the opportunity, if you can spare rne the space, of writing a little more at length on this matter, and, if possible, of thereby arriving at a distinct understanding what it is that the thorough-going advocates of science, like Prof. Roscoe, want. His letter is a good hearty grumble at things in general, and a good grumble from him wakes people up, and does us all good; but we want to know what specific changes he wants, and who is to make them. “Regulations” and “Examinations” and the “position accorded to science in schools,” and the “discouragement to the teaching of science,” want of “efficient means of teaching science,” “difficulty of obtaining masters,” are all in turn mentioned as obstacles. Some of these arise from one cause, some from another, and before any improvement can be effected, we must analyse the position of science at schools, see what the circumstances are which affect it, and understand owhere pressure can effectively be brought to bear. The position of science at schools is dependent on—

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  1. Rugby, March 6 JAMES Clifton College, Bristol, March 6

    • WILLIAM A. TILDEN

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  1. Search for WILLIAM A. TILDEN in:

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DOI

https://doi.org/10.1038/013371b0

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