Purchase of this book includes free trial access to www.million-books.com where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: III. SCIENCE IN EDUCATION. I Mean what I say: science in education, not education in science. It is the last of these that all the scientific men of England have so long been fighting for. And a very good thing it is in its way, and I hope they may get as much as they want of it. But compared to the importance of science in education, education in science is a matter of very small national moment. The difference between the two is by no means a case of tweedledum and tweedledee. Education in science means the systematic teaching of science so as to train up boys to be scientific men. Now scientific men are exceedingly useful members of a community; and so are engineers, and bakers, and blacksmiths, and artists, and chimney-sweeps. But we can't all be bakers, and we can't all be painters in water-colours. There is a dim WestCountry legend to the effect that the inhabitants of the Scilly Isles eke out a precarious livelihood by taking in one another's washing. As a matter of practical political economy, such a source of income is worse than precarious — it's frankly impossible. " It takes all sorts to make a world." A community entirely composed of scientific men would fail to feed itself, clothe itself, house itself, and keep itself supplied with amusing light literature. In one word, education in science produces specialists; and specialists, though most useful and valuable persons in their proper place, are no more the staple of a civilised community than engine- drivers or ballet-dancers. What the world at large really needs, and will one day get, is not this, but due recognition of the true value of science in education. We don't all want to be made into first-class anatomists like Owen, still less into first-class practical surgeons, like Sir Henry Thompson. But... --This text refers to an alternate Paperback edition.