CHAPTER IV.

'HE ROLE OF SCIENCE IN THE EDUCATIONAL SCHEME.

L value in a scientific mind, most of all that love of truth, that care in
its pursuit, and that humility of mind which makes the possibility of
error always present more than “any other quality. This is the mind
which has built up modern science to its present perfection, which has laid
one slone upon the other with such care that it to-day offers to the world
the most complete monument to human reason. This is the mind which is
destined to govern the world in the future, and to solve the problems pertaining
 to politics and humanity as well as to inanimate nature. It is
the only mind which appreciates the imperfections of human yeason, and is
thus careful to guard against them. Itis the only mind that values the
truth as it should be valued and ignores all personal feeling in its pursuit,
—PRor. H. A. RowLAND,

In my laboratory I find that water of Lethe which causes that I forget
everything but the joy of making experiments.~ROBERT Bovre,
One use of physical science is that it gives definite ideas.—S1r Humprry
Davy.

THE general characteristics of the public school curricutum
 have already been considered, but the position of
science in such a scheme has purposely been deferred.
The subject is of such supreme importance from the point
of view of national supremacy that it merits. particular
attention: a separate chapter is therefore devoted to its
consideration,
The subject has been so widely discussed in the press
[rom every possible standpoint, except from that of
teachers of the subject in our schools, that it may be of
public interest to know the attitude of the public school
science master towards all suggestions of reform, In this

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