Abstract
Two articles have recently appeared in NATURE which call for some comment, if the columns of your journal are to be opened once more to a discussion of this question. Educational reformers will agree heartily with the general position taken up by Mr. H. G Wells, in “Science, in School and after School” (vol. 1. p. 525), and by Prof. Armstrong in “Scientific Method in Board Schools” (p. 631). But they either ignore or give very little credit for the honest science teaching that is actually being done at the present time. I realise, only too personally, the great difference between training in scientific method and mere instruction in science; and how few are the attempts to make use of the former in all grades of schools. But I hold that the old-fashioned instruction in science has, under favourable conditions, a considerable educational value. To have enabled a boy to realise the composition of the air and water is to have introduced him to the world of nature, and has widened his ideas and conceptions to an extent which justifies the means. Was not this one of the original pleas for the introduction of science into the school course? But having entered my protest, I will pass on.
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CRUMP, W. Science Teaching in Schools. Nature 51, 56 (1894). https://doi.org/10.1038/051056b0
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DOI: https://doi.org/10.1038/051056b0
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