34 THE PUBLIC SCHOOL SYSTEM

There should be the closest co-operation between the
masters at schools who are engaged in teaching different
subjects and the most intimate correlation of the subjects
themselves, So far as science is concerned, this relation
should be most carefully developed in the direction of
English and of mathematics.
New boys coming to public schools often show quite a
surprising lack of ability to describe simple objects and
phenomena. Science masters urge that more attention
should be given to this at the preparatory schools. On
the other hand the value of descriptive work in science
as a means of giving training in the writing of English,
should not be lost sight of by the science masters.
The correlation of science and mathematics is of the
highest importance, and the inter-dependence of the two
subjects is not realized by head masters: indeed only
those who have received a scientific training can appreciate
 to what an extent progress in science is dependent
upon a suitable mathematical training. Conferences
between associations have led to little if any practical
changes; conferences between the mathematical and
scientific staffs of schools have usually been similarly
abortive. Although the two groups should be kept
separate and distinct the heads of departments must be
chosen who will work together in a spirit of co-operation
and good-will.

B. The Position of Science in the Scheme of * Specialized
 Education” —On attaining the age of 16 to 164
years specialization to a limited degree should be permitted
 and this specialization should be progressive. For
those adopting science as a profession it should now be
made possible for boys to spend from twelve to fourteen
hours a week at the study of formal science” up to the
age of 17-174 and thereafter from eighteen to twenty
hours a week.