The position of natural science in education

The position of natural science in education

Play all audios:

Loading...

ABSTRACT THE report (Cd. 9011, price 9_d_. net) of Sir J. J. Thomson's Committee appointed in 1916 to inquire into the position of natural science in the educational system of Great Britain has now been published, and we propose to deal with its main points in a later issue. It is a valuable survey of the position of science in schools and in relation to professional and university education. The case for increased attention to science in order to expand ithe mental outlook as well as equip the nation with the elements of industrial progress is so strong that it has already convinced all who have considered it. What remains to be done now is to act upon the principles set forth in the report, and if the stress of war has not shown the necessity for such action by our political rulers national disaster will do so when too late. It is pointed out that there has been no general and sufficient recognition of science as an essential part of the curriculum for all boys in the public schools, and that in grant-aided secondary schools the customary course of science work is too narrow, to the neglect of great scientific principles with their human interests and everyday applications. More trained scientific workers are needed, and to secure them there must be a generous extension of the system of scholarships and greatly increased contributions from the State for university and technical education. “If,” says the report, “the universities are to discharge their responsibilities towards the science students who are coming, and to maintain their position as homes of scientific learning and research, they must receive a measure of financial support much more considerable than they have received hitherto.” The report concludes with a summary of principal conclusions under eighty-three heads, a selection from which is reprinted below. Access through your institution Buy or subscribe This is a preview of subscription content, access via your institution ACCESS OPTIONS Access through your institution Subscribe to this journal Receive 51 print issues and online access $199.00 per year only $3.90 per issue Learn more Buy this article * Purchase on SpringerLink * Instant access to full article PDF Buy now Prices may be subject to local taxes which are calculated during checkout ADDITIONAL ACCESS OPTIONS: * Log in * Learn about institutional subscriptions * Read our FAQs * Contact customer support RIGHTS AND PERMISSIONS Reprints and permissions ABOUT THIS ARTICLE CITE THIS ARTICLE _The Position of Natural Science in Education_ . _Nature_ 101, 135–136 (1918). https://doi.org/10.1038/101135a0 Download citation * Issue Date: 18 April 1918 * DOI: https://doi.org/10.1038/101135a0 SHARE THIS ARTICLE Anyone you share the following link with will be able to read this content: Get shareable link Sorry, a shareable link is not currently available for this article. Copy to clipboard Provided by the Springer Nature SharedIt content-sharing initiative

ABSTRACT THE report (Cd. 9011, price 9_d_. net) of Sir J. J. Thomson's Committee appointed in 1916 to inquire into the position of natural science in the educational system of Great


Britain has now been published, and we propose to deal with its main points in a later issue. It is a valuable survey of the position of science in schools and in relation to professional


and university education. The case for increased attention to science in order to expand ithe mental outlook as well as equip the nation with the elements of industrial progress is so strong


that it has already convinced all who have considered it. What remains to be done now is to act upon the principles set forth in the report, and if the stress of war has not shown the


necessity for such action by our political rulers national disaster will do so when too late. It is pointed out that there has been no general and sufficient recognition of science as an


essential part of the curriculum for all boys in the public schools, and that in grant-aided secondary schools the customary course of science work is too narrow, to the neglect of great


scientific principles with their human interests and everyday applications. More trained scientific workers are needed, and to secure them there must be a generous extension of the system of


scholarships and greatly increased contributions from the State for university and technical education. “If,” says the report, “the universities are to discharge their responsibilities


towards the science students who are coming, and to maintain their position as homes of scientific learning and research, they must receive a measure of financial support much more


considerable than they have received hitherto.” The report concludes with a summary of principal conclusions under eighty-three heads, a selection from which is reprinted below. Access


through your institution Buy or subscribe This is a preview of subscription content, access via your institution ACCESS OPTIONS Access through your institution Subscribe to this journal


Receive 51 print issues and online access $199.00 per year only $3.90 per issue Learn more Buy this article * Purchase on SpringerLink * Instant access to full article PDF Buy now Prices may


be subject to local taxes which are calculated during checkout ADDITIONAL ACCESS OPTIONS: * Log in * Learn about institutional subscriptions * Read our FAQs * Contact customer support


RIGHTS AND PERMISSIONS Reprints and permissions ABOUT THIS ARTICLE CITE THIS ARTICLE _The Position of Natural Science in Education_ . _Nature_ 101, 135–136 (1918).


https://doi.org/10.1038/101135a0 Download citation * Issue Date: 18 April 1918 * DOI: https://doi.org/10.1038/101135a0 SHARE THIS ARTICLE Anyone you share the following link with will be


able to read this content: Get shareable link Sorry, a shareable link is not currently available for this article. Copy to clipboard Provided by the Springer Nature SharedIt content-sharing


initiative