For countless times in history. people have explored the relationship
between science and classics. The pioneers of the teaching of science
imagined that its introduction into education would remove the
convention, artificiality, and backward-lookingness which were 【M1】__________
characteristic of classical studies, but they were gravely disappointing. 【M2】__________
So, too, in their time had the humanists thought that the study of the
classical authors in the original would banish for once the dull pedantry 【M3】__________
and superstition of mediaeval scholasticism. The professional
schoolmaster was the match for both of them, and has almost managed 【M4】__________
to make the understanding of chemical reactions as dull and as dogmatic
an affair as the reading of Virgil’s Aeneid.
The chief claim for the use of science in education is that it teaches
a child something about the actual universe in which he is living, in
making him acquainting with the results of scientific discovery, and at 【M5】__________
the same time teaches him how to think logical and inductively by 【M6】__________
studying scientific method. A certain limited success has been reached in
the first of these aims, but practically none at all in the second. That 【M7】__________
privileged members of the community who have been through in a 【M8】__________
secondary or public school education may be expected to know something
about the elementary physics and chemistry of a hundred years ago, but
they probably know hardly less than any bright boy can pick up from an 【M9】__________
interest in wireless or scientific hobbies out of school hours.
As to the learning of scientific method, the whole thing is palpably
a farce. Actually, for the convenience of teachers and the requirements
of the examination system, it is necessary that the pupils not only do not
learn scientific method but learn precisely the reverse, that is, to believe
exactly that they are told and to reproduce it when asked, whether it 【M10】_________
seems nonsense to them or not.
【M10】
that—what