18 THE PUBLIC SCHOOL SYSTEM

The teaching of geography might with advantage be
made more practical.
Science.—The whole question of science in education
will be dealt with in a later chapter. Suffice it to say
here that it is generally agreed on all sides that nothing
in the nature of formal science, that is to say a detailed
study of chemistry and the various branches of physics,
is either possible or desirable in preparatory schools.
Nature study, observational work, and an elementary
acquaintance with simple mechanical models should,
however, be introduced into the curriculum for an hour a
week, and time should also be available for the encouragement
 of boys in their particular hobbies.
The spirit of research is latent in most boys and is perhaps
 nearer to the surface at this age than at any other.
Every opportunity should be taken of encouraging and
developing this natural instinct. There is a real delight
in making a discovery, however trivial, through one’s own
observation and manipulation : few things indeed have a
higher educational value. Considerable stimulus may be
applied in this direction by narrating, in the simplest
manner, an outline of the history of some great scientific
discoveries such as, for example, the movements of the
planets, the shape of the earth, the conservation of mass
and of energy, the evolution of the steam engine, etc, etc.
It is impossible to specify the best method of treating
this most important development—everything depends
upon the capabilities and the sympathies of the teacher—
but it must receive adequate recognition in some way or
other.
Drawing.—As far as one can gather about 50 per
cent of preparatory schools allot about one hour a week
out of the curriculum to drawing. It should be introduced
 as a compulsory subject in all schools, although
the time given to it must necessarily be short.
Mucir —The claims of music as a desirable educational