Science in Higher Education


    IT is satisfactory to notice the attention now being given to scientific methods in education, not only by teachers and others actively engaged in educational work, but also by prominent statesmen. During the past week several important educational conferences have been held, and a report of one specially organised by science teachers appears elsewhere in this issue. But the dominating note of other conferences concerned with the school curriculum in general and subjects belonging to the literary side of education in particular is that of scientific method. Whether in the study of ancient or modern languages, in the cultivation of mental attitudes or the development of the body, it is clear that authoritative opinion considers the best methods of teaching should be based upon principles which have long been advocated by men of science. The little leaven of science is leavening the whole lump of educational effort, and the result is gratifying to contemplate.

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    Science in Higher Education . Nature 75, 275–276 (1907) doi:10.1038/075275a0

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