Abstract
IN reply to “F.R.S.; F.B.A.” (NATURE, September 28, p. 69), may I express the hope that, whatever may be the custom in France, those who discuss the place of science in education, when they say science will mean science, and not “Egyptology, classical archæology, history, art, linguistics, Indics, Sinics, Hellenics, philology (Latin and Celtic), French language and literature, Italian, Spanish, English, German, law, and economics”? No one wants to deny that the study of man holds as large a place as the study of Nature. Man has never yet tired of studying himself, and needs little encouragement to continue doing so. But the progress of the modern world is due to the fact that an increasing number of minds have escaped the vicious circle of these introspective examinations and begun to study the realities of external Nature.
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SODDY, F. Science in Education. Nature 98, 90–91 (1916). https://doi.org/10.1038/098090d0
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DOI: https://doi.org/10.1038/098090d0
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