THE ROLE OF SCIENCE

53

3. Conservation and transformation of energy.
4. Engines, turbines, dynamos, etc.
5. Elementary technical electricity.
6. Principles and use of optical instruments.
7. Outlines of industrial chemistry.
8. Elementary ideas in biology and physiology, especially
 with a view to inculcating the principles of sanitation,
 ventilation, and the preservation of life and health.
9. Mechanical systems.
10. Map-reading and simple surveying. Employing
the compass.
11. Woodwork.
12. Physiography.
At a later stage in the public school career, the following
 might be introduced with advantage :—
1. Fundamental ideas as to evolution,
2. The history and philosophy of science.
3. The importance of science in daily life and in
national development,

The extension of science teaching in schools will meet
with considerable opposition from many non-scientific
masters. One strong line of argument which will be used,
is that young boys are already overburdened with subjects,
and if a reform is necessary it is in the direction of reducing,
 rather that increasing, the number of subjects that a
boy takes during his first two years at a public school.
To avoid this overtaxation of a boy’s energies, no marks
should be allotted to ‘general science,” at any rate in
the lower forms of a public school. The subject, if properly
 taught, is such an entrancing one that rapid progress
will take place without the artificial stimulus of marks,
which unfortunately seems necessary in duller subjects.
The addition of science to the curriculum should therefore
 be welcomed by boys as a relief from the drudgery
of other subjects rather than as an additional burden,