[page 80]
APPENDICES
APPENDIX I
LIST OF WITNESSES
OFFICIAL WITNESSES
Board of Education
The Hon. W. N. Bruce, C.B., Principal Assistant Secretary of the Secondary Schools Branch of the Board of Education.
Mr. W. C. Fletcher, Chief Inspector of Secondary Schools, and Mr. S. F. Dufton, D.Sc., H.M. Inspector of Secondary Schools.
Sir H. F. Heath, K.C.B., formerly Principal Assistant Secretary of the Universities Branch of the Board of Education.
Mr. R. J. G. Mayor, Assistant Secretary, Universities Branch of the Board of Education.
Mr. F. H. Dale, C.B., Chief Inspector of Elementary Schools, and Mr. F. T. Howard, H.M. Inspector of Elementary Schools.
Mr. F. Pullinger, C.B., Chief Inspector of Technical Schools.
Scotch Education Department
Sir John Struthers, K.C.B., Permanent Secretary of the Scotch Education Department.
Mr. F. W. Young, H.M. Inspector of Schools.
Admiralty
Sir Alfred Ewing, K.C.B., formerly Director of Naval Education.
Mr. C. E. Ashford, M.V.O., Headmaster of the Royal Naval College, Dartmouth.
War Office
Colonel A. B. R. Hildebrand, D.S.O., R.E., formerly Chief Instructor at the Royal Military Academy, Woolwich.
Lt.-Colonel J. T. Weatherby, D.S.O., General Staff.
Colonel R. E. Home, D.S.O., Royal Ordnance College, Woolwich.
Civil Service Commission
Mr. Stanley Leathes, C.B., First Civil Service Commissioner.
TEACHERS AND TEACHERS' ASSOCIATIONS
The Rev. A. A. David, D.D., Headmaster of Rugby.
Mr. M. J. Rendall, Headmaster of Winchester College.
Dr. R. S. Clay, Principal of the Northern Polytechnic Institute, Holloway.
Association of Headmistresses (Incorporated). Represented by:
Miss A. E. Escott, President (Sheffield High School).
Miss M. Frodsham (late of College School, Cardiff).
Miss E. M. Hughes (County School for Girls, Tunbridge Wells).
Miss M. B. Rich (County Secondary School, Dalston, N.E.).
Association of Preparatory Schools. Represented by:
Mr. A. J. Richardson (Broadstairs).
Mr. J. S. Norman (Sevenoaks).
Mr. H. Wilkinson (Orme Square, W.).
Mr. F. Ritchie (Secretary).
Association of Public School Science Masters. Represented by:
Mr. A. Vassall (Harrow).
Mr. D. Berridge (Malvern).
Mr. C. L. Bryant (Harrow).
Mr. M. D. Hill (Eton).
Mr. D. R. Pye (Winchester).
Association of Science Teachers. Represented by:
Miss E. R. Saunders (Newnham College).
Miss I. M. Drummond (Camden School, N.W.).
Miss P. Monk (Roedean School, Brighton).
Miss R. Stern (North London Collegiate School.
Association of Technical Institutions. Represented by:
Mr. W. Sumpner, D.Sc. (Municipal Technical School, Suffolk Street, Birmingham).
Imperial College of Science and Technology. (Professorial Board.) Represented by:
Professor J. B. Farmer, F.R.S.
Incorporated Association of Assistant Masters. Represented by:
Mr. H. P. Lunn (County Secondary School, Holloway).
Mr. G. H. J. Adlam (City of London School).
Mr. W. Warren (Whitechapel Foundation School).
Incorporated Association of Headmasters. Represented by:
Mr. J. Talbot (Newcastle-upon-Tyne Grammar School).
Mr. G. H. Burkhardt (Swindon and North Wilts Secondary School and Technical Institute).
SCOTLAND
Mr. J. B. Clark, Headmaster of George Heriot's School, Edinburgh.
Mr. H. F. Stockdale, Director of the Royal Technical College, Glasgow.
WALES
Central Welsh Board. Represented by:
Mr. Hammond Robinson, Assistant Inspector.
Principal E. H. Griffiths, Sc.D., LL.D., F.R.S., Principal of the University College of S. Wales and Monmouthshire, Cardiff. Vice-Chancellor of the University of Wales.
Mr. P. Morton, Headmaster of Brecon County School.
Mr. J. E. Roberts, Headmaster of Cardiff High School for Boys.
MEDICAL WITNESSES
General Medical Council. Represented by:
Sir Donald MacAlister, K.C.B., M.D.
London School of Medicine for Women. Represented by:
Miss Aldrich Blake, M.D.
Miss W. Culliss, Lecturer in Physiology at the London School of Medicine for Women.
Dr. Norman Moore, M.D., F.R.C.P., Representative of the Royal College of Physicians on the General Medical Council.
GENERAL
The Rt. Hon. A. H. D. Acland, Chairman of the Consultative Committee of the Board of Education, and Chairman of the Executive Committee of the Imperial College of Science and Technology.
Sir George Beilby, F.R.S. , LL.D., Director of the Fuel Research Board; Member of the Advisory Consultative Committee of the Privy Council for Scientific and Industrial Research.
Mr. A. E. Berriman, Chief Engineer, Daimler Company.
Neglect of Science Committee. Represented by:
Sir E. Ray Lankester, K.C.B., LL.D., F.R.S.
Professor G. C. Bourne, F.R.S.
Sir H. Bivan Donkin. M.D.
Professor H. H. Turner, F.R.S.
Royal Society of Literature. Represented by:
Sir Henry Newbolt. D.Litt.
Mr. W. B. Worthington, formerly Engineer-in-Chief of the Midland Railway Company, President of the Institution of Civil Engineers.
Written communications were also received from the following representatives of Chemistry, Engineering, Metallurgy and Geology, whose names were suggested to us by the Conjoint Board of Scientific Societies:
CHEMISTRY
Dr. C. Carpenter.
Dr. M. O. Forster, F.R.S.
Professor P. F. Frankland, F.R.S.
Dr. A. Scott, F.R.S.
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ENGINEERING
Professor J. A. Fleming, F.R.S.
Dr. A. Russell.
Dr. W. C. Unwin, F.R.S.
Sir J. Wolfe-Barry, F.R.S.
Professor W. E. Dalby.
METALLURGY
Professor J. O. Arnold, F.R.S.
Dr. J. K. Stead, F.R.S.
Sir Thomas Kirko Roso.
Sir Gerard A. Muntz.
GEOLOGY
Professor C. Lapworth.
Professor W. W. Watts, F.R.S.
Dr. J. E. Marr, F.R.S.
Professor W. J. Sollas, F.R.S.
Professor W. S. Boulton.
Professor P. F. Kendall.
APPENDIX II
MEMORANDA PRESENTED TO THE COMMITTEE
Association of Science Teachers of Scotland (Western Branch) Memorandum on the Teaching of Science.
Association of Teachers in Technical Institutions Memorandum.
British Science Guild. Education Committee. Memorandum.
Conference of Five Associations. (English, Classical, Historical, Geographical, Modern Languages). Resolutions.
Glasgow University Five members of the Faculty of Science. Memorandum on "The Reform of School Education".
Professor S. J. Hickson, F.R.S., Professor of Zoology at Manchester University. Memorandum on "The Teaching of Biology in Schools".
Incorporated Association of Head Masters. Report of the Special Committee on "Education after the War".
London University Senate. Resolutions.
Pharmaceutical Society. Memorandum on "A Compulsory Course of Training for Pharmacists".
Scottish Education Reform Committee. Memorandum on "The Teaching of Science in Scotland".
Mr. C. M. Stuart, Headmaster of St. Dunstan's College, Dulwich. Memorandum on "Science Teaching in Secondary Schools".
Mr. T. P. Watson, M.A., B.Sc., F.R.S.E., Principal of Keighley Technical Institute. Memorandum on "The Teaching of Science".
APPENDIX III
PUBLICATIONS CONSIDERED BY THE COMMITTEE OR REFERRED TO IN THE REPORT
OFFICIAL
Report of the Royal Commission on Public Schools and Colleges. 1864. 4 vols. (Cd. 3288.)
Report from the Select Committee on Endowed Schools Acts. 1886. (H.C. Paper, 191.)
Report of the Royal Commission on Secondary Education. 1895. 9 vols. (Cd. 7862.)
Board of Education
Annual Report of the Board of Education for 1909. Teaching of Science, pp. 73-81. (Cd. 5616.)
Annual Report of the Board of Education for 1911-12. Transfer from Elementary to Secondary Schools, pp. 3-28. (Cd. 6707.)
Annual Report of the Board of Education for 1913-14. Inspection of Secondary Schools, pp. 10-44. (Cd. 7934.)
Regulations for Secondary Schools. (Cd. 8041.)
Regulations for the Training of Teachers for Secondary Schools. (Cd. 6912.)
Draft Regulations for Continuation, Technical and Art Courses in England and Wales. 1917.
Regulations for Scholarships, Exhibitions, etc., in Science, for the year 1917.
Prospectus of Sir Joseph Whitworth's Scholarships and Exhibitions for Mechanical Science.
Examinations in Secondary Schools. Circulars 849, 996, 1002, 1010.
Memorandum on Curricula of Secondary Schools. Circular 826.
Curricula of Ruralised Secondary Schools. Circular 883.
Teaching of Elementary Science, including Nature Study. Circular 904.
Memorandum on the Teaching of Engineering in Evening Technical Schools. Circular 894.
Memorandum on the Teaching of Coal Mining in Part-time Schools. Circular 953.
Report of Science Teaching in Public Schools represented on the Association of Public Schools Science Masters. O. H. Latter. 1909. Educational Pamphlet No. 17.
The Admiralty Method of Training Dockyard Apprentices. 1916. Educational Pamphlet No. 32.
Reports for the year 1913-14 from those Universities and University Colleges in Great Britain which are in receipt of Grants from the Board. Vol. I. (Cd. 8137). Vol. II. (Cd. 8138).
Report of the Advisory Committee on Distribution of Exchequer Grants to Universities and University Colleges in England. (Cd. 6140.)
Interim Report of the Consultative Committee on Scholarships for Higher Education. 1916. (Cd. 8291.)
Report of the Departmental Committee on Juvenile Education in relation to Employment after the War. 1917. (Cd. 8512.)
Scotch Education Department
Code of Regulations for Day Schools. 1915. (Cd. 7788.)
Regulations as to Grants to Secondary Schools. 1914. (Cd. 7394.)
Memorandum on Nature Study and the Teaching of Science in Scottish Schools. 1908. (Cd. 4024.)
Leaving Certificate Examination. 1916. Circular 449.
Memorandum as to Courses of Instruction in Rural Continuation Classes.
Suggested Outlines of a Course of Specialised Instruction for Boys in Supplementary Classes of Schools in Mining Districts.
Department of Scientific and Industrial Research
Report for the year 1915-16. (Cd. 8336).
Report for the year 1916-17. (Cd. 8718).
Science and Industry. Industrial Research in the United States of America.
Interim Report on Joint Standing Industrial Councils. (Cd. 8606.)
Report of the Committee appointed by the Lords Commissioners of H.M. Treasury to consider and report upon the Scheme of Examination for Class I of the Civil Service. 1917.
Fifth Report of the Rural Education Conference. 1912. (Cd. 6151).
Royal Commission on the Civil Service. 1st Appendix. 4th Report, 1914. (Cd. 7339).
Royal Commission on the Public Services in India, Vol. I. (Cd. 8382.)
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MISCELLANEOUS
British Association. Report on Science Teaching in Secondary Schools. 1917.
Central Welsh Board. Annual Examination, July, 1915. General Regulations and Examination Schedules.
General Report. Inspection and Examination of County Schools. 1916.
Council for Organising British Engineering Industry. Report of the Committee on Engineering Education and Research.
Education Reform. Being the Report of the Education Reform Council.
Professor J. A. Fleming, M.A., D.Sc., F.R.S., M.lnst.E.E.
Organisation of Scientific Research. (Journal of the Royal Society of Arts, February 11th. 1916.)
Engineering and Scientific Research. (Published by the Society of Engineers, Incorporated.)
Principal E. H. Griffiths, Sc.D., LL.D., F.R.S. Industry, Science and Education, with special reference to the condition in South Wales and Monmouthshire.
Incorporated Association of Assistant Masters. Statistics of Salaries of Assistant Masters in the aided and maintained Secondary Schools of England and Wales.
Sir F. G. Kenyon. Education - Scientific and Humane. A Report of the proceedings of the Council of Humanistic Studies.
Provisional Committee on Research and Education for the Cotton Industry. Scientific Research in relation to Cotton and the Cotton Industry. Manchester. 1917. (Reprinted by kind permission of "The Manchester Guardian.")
Public School Science Masters' Association. "Science for All".
Report of the Committee appointed by the Council of North East Coast Institution of Engineers and Shipbuilders.
Sir Napier Shaw, Sc.D., F.R.S. The Lack of Science in Modern Education.
Workers' Educational Association. Recommendations of the Executive Committee on the Problem of Educational Reconstruction.
APPENDIX IV
A. QUESTIONNAIRE ADDRESSED TO PUBLIC SCHOOLS
The schools represented on the Headmasters' Conference which are not in receipt of Government grant, were asked to supply information as to the position of Natural Science in their curricula and as to their arrangements for giving instruction in it. On account of the want of published information as to these schools, it was thought desirable to send to them a long and elaborate Questionnaire dealing with the details of school organisation. The main points with which the questions were concerned were the following:
(a) Previous education of boys at Preparatory Schools or in Junior Departments; examinations for admission.
(b) General school organisation. Statistics as to the numbers of boys leaving after the age of 10; division of the school into sides and arrangements for the transfer from one side to another; classification of boys into sets for Science, or for Mathematics, or for both subjects.
(c) Curricula. Subjects taught and time allotted to them in the various parts of the school; the position of science in the curriculum for all boys and for boys who wish to devote a large amount of time to it; arrangements made for boys who pass on to medicine or to engineering or to agriculture, and for boys who work for university intermediate examinations at school.
(d) Scholarships awarded by the school. (1) at entrance, (2) to boys already at the school, (3) to boys passing on to universities or higher technical institutions; distribution of these scholarships to different studies.
(e) Scholarships gained after leaving school (1) by school entrance scholars, (2) by other boys in the various subjects. Admissions to the Royal Military Academy, Woolwich.
(f) Staff. Statistics as to the numbers of masters teaching science only, or mathematics only, or both subjects; other subjects taught by science masters; supervision of science teaching by a special master responsible for organising it.
(g) Laboratories and equipment. Number and nature of existing laboratories; their adequacy if more science teaching were undertaken; the provision of laboratory assistants; special fees for laboratory work.
B. QUESTIONNAIRE TO CHEMICAL MANUFACTURERS
1. Into what grades or classes would you divide your chemically trained employees?
2. At what age do you prefer these classes to enter the works and from what educational institutions Secondary Schools, Technical Colleges, Universities are they drawn?
3. How far do you find their previous chemical training of use to them? What modifications in their scientific training would you suggest in order to make them more useful?
4. How far do you consider that some previous knowledge of Engineering would be of advantage to them?
5. What rates of pay in normal times would you consider adequate (i) for a boy entering at 16; (ii) for a young man after a college career; (iii) for a man after having done a year or more of research work?
6. Do you consider that some previous scientific knowledge and training is desirable for those employees who are engaged in the buying and sell in;.', departments of your business, as distinguished from those engaged in work directly related to processes of manufacture? If so, in what would this training consist?
7. What facilities, if any, are provided for the continued education in Science, whether in Works Schools or elsewhere, of your employees after they enter your service? Are the courses in Science provided in the Day or Evening Classes which your employees attend such as to give them further scientific education which is of direct value to them in their work?
8. Have you any difficulty in obtaining suitably trained men in all grades?
9. How far would you consider it possible or advantageous that there should be co-operation in research work between chemical works and laboratories of educational institutions?
C. QUESTIONNAIRE TO ENGINEERING FIRMS
1. Having in view the character of the work they
are called upon to undertake, what are the different
grades or classes in which your employees are placed
hen they enter the service of your Firm?
2. At what ages do you prefer these classes to
enter?
3. Do lads or young men who have spent more time
than usual on their education find any difficulty in
entering your employment?
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4. From what educational institutions are they drawn - Elementary, Secondary or Technical Schools, University Colleges?
5. Do you hold an Entrance Examination or is any paper qualification necessary or desirable for admission to any grade?
6. What modifications (if any) in their previous education would you suggest in order to make them more useful?
7. Do you think that all your employees who have been at school until 16 should have received, besides a general Education, including Elementary Mathematics and Drawing, training in the principles of Physics and Chemistry?
8. Have you any definite system of joint-training in the Works and Technical School or University (such as attending the Technical Schools for two afternoons a week, or a sandwich system for longer periods)? If so, are the results reasonably satisfactory and in what directions might improvements be made?
9. To what extent do the facilities offered at the local Technical Schools supply the need for part-time education?
10. Has any lack of such facilities caused you difficulty in selecting foremen and men in other responsible positions from among your own employees?
11. Do you make any periodical assessment of the progress of apprentices, both in the shops and in their theoretical training? And is any means afforded of promotion of apprentices from one grade to another?
12. Before the War had you any difficulty in obtaining suitably trained apprentices in any grade?
13. Any additional observations or suggestions bearing on the following passage in the Committee's Terms of Reference: "To advise what measures are needed to promote the study of Science, regard being had to ... the interests of the Trades, Industries and Professions which particularly depend upon Applied Science."
D. QUESTIONNAIRE ADDRESSED TO REPRESENTATIVES OF AGRICULTURE
1. Preparation for the Agricultural College.
What preliminary training in Science, if any, do you consider desirable in the Secondary Schools for boys who are going to enter an Agricultural College or Department? Should this training consist of specific instruction in Chemistry, Physics, Botany or Zoology, or would you prefer a more generalised acquaintance with the whole field of the physical and natural sciences? Would you wish that the School course should embrace any instruction in agriculture or agricultural science?
2. Preparation of boys who will attend Farm Institutes or Short Technical Courses of Agriculture, and who intend to become working farmers or bailiffs.
If these boys attend a County Secondary School up to the age of 16 or thereabouts before coming to the Farm Institute, what science teaching should they receive at School as a preparation for the later technical instruction?
3. Have you any experience of Secondary Schools with a rural bias? Do you consider that the Country Grammar School can profitably develop an agricultural side or bias, either as an alternative to the Farm Institute or in preparation for it, the end being the training of the working farmer, who will not usually go to the Agricultural College?
4. How do you consider scientific or technical instruction can best be given to the future smallholder or agricultural labourer? Have you any experience of Continuation Schools, which carry on the boy's education after he has left the Primary School and while he is at work on the farm? What form of instruction, agricultural or scientific, do you consider can best be given under these conditions?
5. Have you any suggestions to make concerning the training of the teachers who will be required for the above purposes?
The Committee will welcome any further suggestions with regard to the character or extent of the scientific training of any of the classes who will be engaged in the working, management or administration of land.
E. QUESTIONNAIRE ADDRESSED TO UNIVERSITIES AND UNIVERSITY COLLEGES IN GREAT BRITAIN
1. To what extent is it desirable that prolonged elementary training in Science, with laboratory work, should have been an obligatory part of the Secondary School Education of all students at some time previous to their entering the University, and does this apply to the needs of all Faculties?
2. In view of the development of more advanced Scientific teaching in the highest classes of Secondary Schools, is it now desirable to make arrangements which will relieve students from being required, on their entrance to the University, to repeat work which they have already done at school, e.g.:
(a) Should the Intermediate Examination for the B.Sc. Degree and the First M.B. Examination be allowed to be taken from school? If so, on what security as to adequate teaching and laboratory work in the school course?
(b) Is it desirable that on entering the University every student of Science and of Medicine should go through one year's course in Pure Science (beginning at the level already reached at school) preparatory to more specialised study?
(c) Would it be desirable to allow well-prepared candidates to take the first part of their Degree Examination at an earlier stage than at present?
3. With special regard to the requirements of
Science, is there need for further financial assistance
from public funds for Entrance Scholarships which
would encourage and enable an increased number of
students to undertake a course of study for a Degree
or Diploma at the University?
What should be the value of such Scholarships; their length of tenure; what extension of tenure should be possible in approved cases; how, and by which authority, should the Scholarships be awarded; should the Scholarships, if awarded by open competitive examination, be of small money value to be supplemented according to the needs or circumstances of the candidate after confidential inquiry?
4. Is it desirable to give to the winners of Entrance Scholarships, and of Major County Scholarships, freedom of choice between the various Degree Courses offered by the University? Should students be required to take special subjects in the Examinations for Entrance Scholarships and for County Major Scholarships according to the Degree Course which they intend to pursue at the University?
5. Is the present Matriculation Examination satisfactory for older students, say of over 21 years of age, in whose career there has been a long interval between the close of their school course and their decision to seek admission to the University?
6. Are the present Degree Courses in Science found to encourage in the students something of the Research spirit? Should some Research work be required as part of the course for students seeking Honours in Science?
7. Is it desirable to provide a Degree Course which combines more fully Mathematics and some branch of Science?
8. Do the present Degree Courses in Pure Science sufficiently meet the needs of those students who will later seek employment in scientific posts connected with industry?
9. It has ben suggested that there are some students whose needs would best be met by the study of subjects which do not constitute a recognised group provided for in the regulations for any one Degree Examination; and that arrangements should be made so that a satisfactory aggregate of work in such subjects should qualify for a Degree. Do you approve of this suggestion?
Are any new combinations desirable among the courses for a Degree in Science, e.g., of Chemistry and Engineering in preparation for certain industrial posts?
10. Is it desirable that further encouragement should be given to students of Applied Science to study during their University Course -
(a) a modern language?
(b) economics?
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11. Is further provision necessary for the encouragement of advanced courses of study and research on the part of men and women who have already graduated, e.g. -
By extension of laboratories;
(b) By the establishment of new Professorships or Lectureships;
(c) By the offer of a new Degree, common to all Faculties, to be obtained after two years' advanced study, including independent investigation;
(d) By the provision of additional Fellowships or Graduate Scholarships;
(e) By facilities for the publication of the results of research?
12. Would the University be in favour of increased facilities for students, graduate and undergraduate, to pass from one University to another for the study of special subjects?
13. (a) In the older Universities would the interests of the study of Pure Science be furthered by increased facilities for the study of Applied Science?
(b) In some Universities of more recent foundation is it desirable to strengthen the facilities for research in Pure Science in the interests of the study of Applied Science?
(c) Is it desirable that new Chairs or other teaching or research posts in Pure or Applied Science should be established, and that other increased facilities for the study of these subjects should be provided?
14. Are the salaries and the prospects of promotion offered within the University or available elsewhere for junior members of the scientific staffs of Universities adequate to secure effective service and the recruits required?
15. What means have been found most effective in securing co-operation between the various industries and those scientific and other departments of the University which are most closely connected with their respective needs, e.g.:
(a) Establishment of Advisory Committees: their composition and duties;
(b) Allowance of private professional practice on the part of professors and other members of the University staff;
(c) Industrial Research Studentships in the University Laboratories;
(d) Provision of special facilities in the University Laboratories for Research conducted under conditions of privacy on behalf of private firms or combinations of firms;
(e) Establishment of Appointments Committee;
(f) Facilities by which students of Applied Science may have a period of experience in factories, &c.?
16. What form of preparation in the practice of teaching is offered to students intending to become Science Masters or Mistresses in schools? At what stage or stages should such a course be taken? Are there sufficient Scholarships for students taking such a course? Are special courses of lectures and laboratory work open at the University to those who are already working as teachers of Science in Secondary Schools? If so, what is the best time of year for such courses, and what should be the duration of the course?
17. Do the conditions laid down by the Committee of the Privy Council for Scientific and Industrial Research enable full use to be made of the scientific resources of the University in the prosecution of research?
18. Are larger subsidies from the Treasury now required (a) for the adequate development of the work of the University in Pure and Applied Science (b) for the general purposes of the University?
Is it desirable that the Government should make building and equipment grants for the provision of new laboratories in the English Universities?
19. Are steps taken to secure interchange of views and experience between the members of the University staff and the Headmasters and Headmistresses of Secondary Schools and the teaching staffs of Technical Colleges on educational matters, including the careers open to students?
20. Has there been collaboration in teaching or research between members of the scientific staffs of the University, of the Technical Schools, and of the Secondary Schools?
Note. In the case of the Scottish Universities the questionnaire was forwarded as it stands together with the covering letter referred to on page 68. The questionnaire was supplemented later by a special enquiry relating to the University Bursary and Preliminary Examinations.
APPENDIX V
SECONDARY SCHOOLS COMMITTEE OF THE UNIVERSITY OF DURHAM
The University of Durham has recently established a Secondary Schools Committee constituted as
follows:
(a) The Vice-Chancellor, or some deputy appointed by him, as Chairman. Four other members appointed by Senate.
(b) Four members nominated by the Faculty of Arts.
(c.) Four members nominated by the Faculty of Science.
(d) Four members nominated by the Headmasters' Association (North-Eastern Branch).
(e) Four members nominated by the Headmistresses' Association (North-Eastern Branch).
(f) Four representatives of the Local Education Authorities within the area.
The functions of the Committee are to consider all questions of education with which both the Secondary Schools and the University are concerned, and especially those bearing on the relation between the last year of School teaching and the first year of the University course.
In addition to this, there have been appointed a number of Standing Committees, one for each of the subjects concerned. These Committees consist of:
(a) The University Professors and Lecturers in the subject.
(b) Five members appointed by the teachers in the Secondary Schools.
These Committees are appointed annually at a Conference held alternately in Newcastle and Durham. They report to the Standing Schools Committee.
The Standing Committees were appointed for the first time in March, 1917.
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INDEX
The references are to paragraphs
ADULT EDUCATION 165-167
ADVANCED COURSES IN SECONDARY SCHOOLS 11, 12 (iv), 70, 177
AGRICULTURE:
Agricultural Colleges, Degree Courses in 111, 112
Farm Institutes 113, 114, 116
Secondary Schools 114, 115
Elementary and Continuation Schools 91, 117
APPOINTMENTS BOARDS 177
ARMY (see under Military Education, Science in)
ASHFORD C. E. 122
ASSISTANT MASTERS' ASSOCIATION 11, 72, 140
ASTRONOMY 50, 64, 79
BEILBY, SIR GEORGE 171
BEZRIMAN, A. E. 108
BIOLOGY:
Secondary Course, position in 42, 51, 53, 55, 62
Medical students, requirements of 101, 102
BOARD OF EDUCATION:
Control of Secondary School Curricula 10. 12 (v), 24, 25, 69
See also under Examinations, Inspection.
BOTANY
In Girls' Schools 28, 54
In Rural Secondary Schools 114
See also under Biology
BRITISH ASSOCIATION 2
BURSARIES AT SCOTTISH UNIVERSITIES 85, 164
CARNEGIE TRUST 163
CENTRAL SCHOOLS 40, 50, 88, 96 (x)
CENTRAL WELSH BOARD 69, 70, 71
Examinations conducted by 67, 70
CHEMICAL INDUSTRIES 118, 171
CHEMISTRY:
In the Secondary School Course 9, 42, 52, 62
Professional Training 101, 114, 118
CIVIL SERVICE
Class I Examination. 124-128
India 129
Intermediate and Second Division Examinations 130
Professional Posts 131
CLASSICS
In Secondary Education 3, 4, 14, 16
Scholarship Examinations 19, 140
In Preparatory Schools 21
COMPULSORY GREEK 134
CONSULTATIVE COMMITTEE OF THE BOARD OF EDUCATION:
Interim Report on Scholarships for Higher Education 132, 136, 139
CONTINUATION SCHOOLS 95, 117
DARTMOUTH ROYAL NAVAL COLLEGE 122
DEGREE COURSES:
Agriculture 111, 112
Honours 146, 149
Pass, at Oxford and Cambridge 144
Relation of, to School Work 147, 148
Scottish Universities 161
DEPARTMENT OF SCIENTIFIC AND INDUSTRIAL RESEARCH 151, 171
DOCKYARD SCHOOLS 175
DOMESTIC SCIENCE 54
EDUCATION BILL, 1918 33, 95
ELEMENTARY SCHOOLS:
Teaching of Science in 87, 88, 91, 117
Training of Teachers 89, 90
See also Central Schools.
ENGINEERING:
In Secondary Schools 105-109
In Technical Schools 93, 96 (x)
Degree Courses 146
ENGLISH:
In General Education 12 (viii), 31, 36, 98 (x)
Science Course, position in 56, 60, 105, 106
EVENING CLASSES (See under Technical Schools).
EWING, SIR ALFRED 122
EXAMINATIONS:
Effect on Curricula 12 (vii), 19, 22, 44, 74
First School Examination 34-39, 99, 100, 104, 133, 175
Certificate for 39
Position of Science in 35
Intermediate B.Sc. 68, 148
Public Schools, Common Entrance to 21
Second School Examination 66-68, 133, 146
See also under Scholarships
EXHIBITIONS (See under Scholarships)
FARMER, Prof. J. B. 137
FEES at Universities 143
FLEMING Prof. J. A. 108
FLETCHER W. C. 73, 75, 140
FUEL RESEARCH BOARD 171
GENERAL MEDICAL COUNCIL 99, 101
GEOGRAPHY 9, 49, 55
GEOLOGY 9, 64, 79, 111, 112
GILCHRIST EDUCATIONAL TRUST 167
GIRLS' SCHOOLS:
Position of Science in 24-30, 54, 71
First School Examination 58
Laboratory Accommodation 80
GREENWICH, ROYAL NAVAL COLLEGE 122
HEAD MASTERS' ASSOCIATION 18, 72
HEAD MASTERS' CONFERENCE 8
HEAD MISTRESSES, ASSOCIATION OF 25, 38
HEURISTIC METHOD 43
HISTORY OF SCIENCE 64, 76, 82
HYGIENE 54, 64
INSPECTION OF SCHOOLS 8, 10, 24, 33, 36, 39, 96 (x)
INSTITUTION OF CIVIL ENGINEERS 108
JUNIOR TECHNICAL SCHOOLS (see under Technical Schools).
LABORATORIES:
Accommodation at Schools 80, 81, 91
University, Research Work in 153, 154
LANKESTER, SIR K. RAY 124
LECTURES, UNIVERSITY COURSES OF 145
LIBRARIES 82, 96 (vi)
LOANS TO SENIOR STUDENTS 77, 103, 143
LONDON SCHOOL OF MEDICINE FOR WOMEN 103, 143
MACALISTER, SIR DONALD 103
MANUAL INSTRUCTION:
In Preparatory Schools 22, 49, 50
in Secondary Schools 31, 35, 81, 108
In Elementary and Continuation Schools 88, 91, 93
MATHEMATICAL ASSOCIATION 1, 45, 76
MATHEMATICS:
In Secondary Schools 35, 51, 65, 105
In Girls' Schools 26, 54
In Correlation with Science 45, 76
At Scottish Universities 161
MECHANICS 45, 55, 105, 107, 108
MEDICAL PROFESSION 28, 30, 98-102, 160
METEOROLOGY 51, 64
METRIC SYSTEM 22, 49, 55
MILITARY EDUCATION, Science in 16, 119, 120, 121
MOORE, DR. NORMAN 101
MUNTZ, SIR GERARD 171
NATURE STUDY:
In Preparatory Schools 21, 22, 42, 49
in Secondary Schools 87, 91
NAVAL EDUCATION, Science in 22, 122
NORTH-EAST COAST INSTITUTION OF ENGINEERS 96 (x)
ORDNANCE COLLEGE 121
OSBORNE, ROYAL NAVAL COLLEGE 13, 18, 22, 122
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PHARMACY 104
PHYSICS 28, 42, 45, 50, 51, 62, 105
PRACTICAL MEASUREMENTS 21, 22, 49, 84, 87
PRACTICAL WORK, Importance attached to 42, 43, 55, 63, 84
PHYSIOGRAPHY 22, 50
PREPARATORY SCHOOLS 13, 19, 21-23, 49, 50
PREPARATORY SCHOOLS, ASSOCIATION OF 21
PRIVATE SCHOOLS 8, 24, 33, 104, 116
PUBLIC SCHOOLS:
Age of Entry and Leaving 8, 13, 58
Inspection 33, 36
Organisation of (see under Sides).
Position of Science 2, 14-18, 20, 114
Scholarships 19, 22, 23
Supply of Science Students 173
PUBLIC SCHOOLS COMMISSION, 1864 2
PUBLIC SCHOOLS SCIENCE MASTERS' ASSOCIATION 72, 80
RESEARCH:
Secondary and Technical Schools 74, 96 (i)
Universities 149, 150, 151, 154, 163
Need for, in Military and Naval Services 123
Need for Workers 170, 171
ROYAL COLLEGE OF PHYSICIANS 101
ROYAL COLLEGE OF SCIENCE 3
ROYAL SCHOLARSHIPS 137
RUGBY, HEADMASTER OF 19
SANDHURST, ROYAL MILITARY COLLEGE 119, 120, 121
SCHOLARSHIPS:
At Oxford and Cambridge 19
Need for 29, 96 (x), 103, 137, 142, 173, 177
Value of 23, 136, 138
Examinations at Public Schools 19, 21, 23
Examinations at Universities 16, 19, 58, 140, 141
Research 157
SCHOOL GARDENS 91, 117
SCHOOL RECORDS 37, 70, 86
SCIENCE, TIME FOR 12 (v), 16, 21, 31, 55, 60, 71, 84
Girls' Schools 25, 26
SCIENCE AND ART DEPARTMENT 10
SCIENCE TEACHERS, ASSOCIATION OF 24, 25, 38, 72, 80
SCOTCH EDUCATION DEPARTMENT:
Examinations conducted by 83, 85, 86
SCOTLAND: Intermediate and Secondary Schools 83-86
SCOTTISH UNIVERSITIES 159-160
Scholarships (see under Bursaries).
SECONDARY SCHOOLS 8-12, 13, 25, 103
Age of Entry and Leaving 10, 12
Differentiation 12 (viii), 96 (x)
Content of Science Course 12-16 at 41-56
Science Courses 16-18 at 57-64
See also under Inspection, Examinations, Teachers
SHORT COURSES FOR TEACHERS 79, 90, 96, (i), 116
SIDES 15, 32, 101, 107, 115
Army Sides 16
Modern Sides 15, 16, 115
SOCIETY OF ENGINEERS 108
TEACHERS:
Qualifications 28, 54, 75, 76, 88, 90
Salaries 73, 96 (i), 157
Supply 72, 116
Training 77-79, 89, 90, 116, 162
TEACHERS IN TECHNICAL INSTITUTIONS, ASSOCIATION OF 96 (viii)
TECHNICAL EDUCATION:
Nature of 94
Relation to Industry 96 (vii), 97
TECHNICAL SCHOOLS:
Number of Science Students in 93
Day Continuation Classes 95
Evening Classes, attendance at 93
Pure Science in 96 (viii)
Junior 40, 96 (x)
Senior 12 (viii)
See also under Libraries, Teachers, Scholarships.
TURNER, PROF. H. H 131
UNIVERSITIES:
Admission 133-135
Age of Entry 57
Grants to 143, 155, 156, 177
Relation to Secondary Schools 158, 177
See also Degree Courses, Fees, Lectures, Research, Scholarships, Scottish Universities.
UNIVERSITY EXTENSION 165
WAGER, H 166
WALES 69, 71
See also under Central Welsh Board.
WALKER, N 166
WHITLEY REPORT 97
WOOLWICH, ROYAL MILITARY ACADEMY 119, 120, 122
WORKERS' EDUCATIONAL ASSOCIATION 165, 166
WORKSHOPS, ENGINEERING 108
ZOOLOGY 9, 53, 111