50 THE PUBLIC SCHOOL SYSTEM

to this is, that, for any subject, premature specialization
is disadvantageous to mental development generally and
even to progress in the specialized subject itself. In no
subject is this more true than in science, where a broad
outiook on the world in general is absolutely essential.
The second reply is that until a boy has reached the age
of 16 to 164 years, in most cases his true bent cannot be
ascertained, and before specialization should be allowed
to take place this stage must be reached. So far as
«formal science” is concerned, public school science
masters wish to concentrate upon material which is
likely to prove plastic and capable of development rather
than, comparatively speaking, to waste their energies
upon those who really have no interest in or ability for
a detailed study of the subject.
Probably public school masters in other branches of
the school curricula would wish to be similarly placed.
At any rate, in the case of any boy taking up science
seriously, nothing would be lost, and much would be
gained by the postponement of formal science until the
suggested age for specialization.

The division of branches of natural science into watertight
 compartments before the general foundations have
been laid, and the teaching of detail at the expense of
general principles is a thoroughly bad system which must
be carefully avoided.
Training in observation and the study of nature should
begin as soon as a child is out of the nursery : at any
rate it must become a subject included in the preparatory
school curriculum. Interest so aroused at an early age
is practically always permanent, and as far as “general
science” at public schools is concerned there should be
the closest co-operation with the preparatory schools,
for the success of this course depends to a large extent
upon the stimulation of interest at a time when the mind