I'HE ROLE OF SCIENCE

35

The subjects suitable are as follows :—
(@) Chemistry.
(6) Electricity and magnetism.
(¢) Heat and light.
‘d) Biology.
[Alternative to (¢). The course of general science
will ensure the acquisition of elementary ideas
in both. ]
Agriculture.
{Alternative to (a), (8), and (¢).]
Engineering.
{Alternative to (a), (4), and (¢).]
(2) Practical mathematics and mechanics.

(f)

The teaching of these various branches should be
more or less on the lines at present adopted in public
schools, with the important exception that the teaching
generally should be on more technical lines than at
present; more attention should be paid to the possibilities
of practical applications of the knowledge gained and
research work should be encouraged. With increased
facilities for the teaching of the subject, and with the
additional number of hours allotted, such a development
would be possible.

The paralysing influence of external examinations upon
school curricula has been dealt with in a previous chapter
 : until this control is abolished the best efforts of
those anxious for reform will be entirely nullified. This
is so tremendously important from the point of view
of scientific progress that no apology is necessary for
referring here to the attitude of our two ancient universities
 to the present movement in the direction of
scientific development in modern education.
At Cambridge the Previous Examination Syndicate
have put forward recommendations for a change in the