Inorganic Chemistry: A Textbook for Schools (Classic Reprint)

By CYRIL NORWOOD, M.A., D.LI tt., Master of Marlborough College Science has now been taught for many years in the bulk of the schools of this country, and for nearly a generation it has been an integral part of the education which theB oard of Education approves. The somewhat paradoxical result has been that there is perhaps less respect for the scientist than in the days of Huxley and Tyndall, when science had no footing in the schools at all. Few would be bold enough to hazard the assertion that there are signs in any class of British society of the scientific habit of mind. The cause cannot lie in the teaching of Classics to the boys of the Public Schools, for these form but a limited class, and for a good many years have enjoyed access to science teaching. I suggest that the causes rather lie in the strong reaction provoked by the extraordinarily one-sided results produced in the specially aided schools, which devoted themselves to Science in the last years of the reign of Victoria, and to the narrow formalism of much of the teaching. It was discovered that man cannot live and grow on science alone, and the revolt perhaps went too far, until the Great War forcibly reminded the nation that things were not well.
(Typographical errors above are due to OCR software and don't occur in the book.)

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