Headline, November09, 2013

''' THE GREAT HONOUR -OF- 

SCIENCE IN EDUCATION '''

A historical perspective in fullness of time:

Science, to the ordinary reader of newspaper, is represented by a varying selection of sensational triumphs, such as wireless telegraphy, aeroplanes, radio-activity, the marvels of modern alchemy. And on and on.

Science, in this particular aspect, consists of detached up-to-date fragments , interesting only after they are replaced by something newer and more up-to-date, displaying nothing of the systems of patiently constructed knowledge out of which, almost as a casual incident, have come the practically useful results which interest the man in the street.

''The increased command over the forces of nature which is derived from science''  is undoubtedly an amply sufficient reason for encouraging scientific research, but this reason has been so often urged and is so easily appreciated that other reasons, are apt to be overlooked.

It is with these other reasons, especially with the intrinsic value of scientific habit of mind in forming our outlook on the world, that I shall be concerned in what follows.

The instance of wireless telegraphy will serve to illustrate the difference between the two points of view. Almost all the serious intellectual labour required for the possibility of this invention is due to three men -Faraday, Maxwell and Hertz. In alternating layers of experiment and theory these three man built up the modern theory of electromagnetism, and demonstrated the identity of light with electromagnetic waves.

The system which they discovered is one of profound intellectual interest, bringing together and unifying an endless variety of apparently detached phenomena, and displaying a cumulative mental power which cannot but afford delight to every generous spirit.

The mechanical details which remained to be adjusted in order to utilise their discoveries for a practical system of telegraphy demanded, no doubt, very considerable ingenuity, but had not that broad sweep and that universality which could give them intrinsic interest as an object of disinterested contemplation.

From the point of view of training the mind, of giving that well-informed, impersonal outlook which constitutes culture in the good sense of this much-misused word, it seems to be generally held indisputable that a literary education is superior to one based on science.

Even the warmest advocates of science are apt to admit, not merely politely, but sincerely, a certain inferiority on their side, compensated doubtless by the services which science renders to humanity, but none the less real. And so long as this attitude exists among men of science, it tends to verify itself.

The intrinsically valuable aspects of science tend to be sacrificed to the merely useful, and little attempt is made to preserve that leisurely systematic survey by which the finer quality of mind is formed and nourished.

But even if there be, in present fact, any such inferiority as is supposed in the educational value of science, this is, I believe, not the fault of science itself,  ''but the fault of the spirit''   in which science is taught. If its full possibilities were realised by those who teach it. 

I believe that its capacity of producing those habits of mind which constitute the highest mental excellence would be at least as great as that of literature, and more particularly of Greek and Latin literature.       

One defect, however, does seem inherent in a purely classical education  -namely, a too exhaustive emphasis on the past. By the study of what is absolutely ended and can never be renewed, a habit of criticism towards the present and the future is engendered. 

With respectful dedication to the Students, Professors and Teachers of Philippines. See Ya all on the World Students Society Computers-Internet-Wireless:

''' !!! Stretching Your Imagination  !!! '''

Good Night & God Bless!

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