Abstract
THE science of education is as yet rudimentary and ill-defined. So little has it developed, indeed, that many schoolmasters deny its existence. An art of education they recognise, and that they claim to practise. Teachers, it is urged, are born, not made, and professional training is useless. Yet it is the possibility of the future existence of a complete science of education which is the inspiring belief of the best modern educators. These teachers are now approaching the problems of the class-room and the difficulties of school organisation as subjects for investigation and experiment by scientific methods, and there is every reason for hopefulness in the results which have been obtained in recent years.
School Teaching and School Reform.
By Sir Oliver Lodge. Pp. viii + 171. (London: Williams and Norgate, 1905.) Price 3s.
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S., A. School Teaching and School Reform . Nature 72, 195–196 (1905). https://doi.org/10.1038/072195b0
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DOI: https://doi.org/10.1038/072195b0
