“HOUGH poetry and science represent different attitudes

may be complementary to one another. The purpose of poetry is not to present facts but to express stimulating thoughts in a perfect setting of words. While science seeks to secure uniformity in verifiable truths, the essence of poetry is diversity of conception. To the scientific imagination the atom is a microcosm in which the movement of each electron plays a particular part; and it is upon the nature and consequences of the motions of such particles that attention is concentrated. The desire is to see things as they are, whereas the poet aims to display the emotional feelings aroused by them. Coleridge defined the difference between the two types of mind when he wrote: "The proper and immediate object of science is the acquirement or communication of truth; the proper and immediate object of poetry is the communication of pleasure.”

The two intentions are not, however, necessarily opposed. It is common to-day to disparage Victorian verse, yet no poet has surpassed Tennyson in the application of scientific truth to poetic purpose or in his wealth of allusions arising out of a knowledge of Nature's operations and laws. Interest in scientific studies increased his range of selection and opened his eyes to new phenomena and ideas. His poems abound in descriptive beauty, and though many are so well known as to have become almost trite, yet it is permissible again to quote a selection from them to show how nature knowledge may be successfully united to poesy. What a perfect picture of the last stage of metamorphosis of an insect is afforded, for example, by the words from "The Two Voices":

“To-day I saw the dragon-fly

Come from the wells where he did lie.

An inner impulse rent the veil

Of his old husk from head to tail

Came out clear plates of sapphire mail.
He dried his wings like gauze they grew;
Thro' crofts and pastures wet with dew
A living flash of light he flew."

It is said in the recent Report of the Consultative Committee on "The Education of the Adolescent" that literature should be treated as a form of art in which life has been interpreted and that "much pleasure and profit may be derived from a study of the precise significance and use of individual words and phrases in a work of great literature." No teacher of English could, however, appreciate the beauty and truth of these lines unless he had seen for himself the natural marvel which Tennyson describes so graphically.

The constellation of Orion, which commands attention in the sky at night during winter months, approaches the setting sun as spring comes on and is eventually lost in the twilight. This is a mere statement of common observation, but in Maud" Tennyson paints the scene with the brush of an artist:

"It fell at a time of year

When the face of night is fair on the dewy downs,
And the shining daffodil dies, and the Charioteer
And starry Gemini hang like glorious crowns
Over Orion's grave low down in the West."

Rain and river, ice and sea, are continually wearing away the land surface of the earth, while internal forces are lowering the general level of land in some places and raising it in others. The thick bed of chalk which lies beneath London and forms the North and South Downs represents the mud of an ancient sea-floor, and what *From the Presidential Address delivered to the Science Masters' Association, January 4, 1928.

were once parts of Britain are now sunk beneath the waves around our shores. Many geologists have described this wear and tear, rise and fall of the earth's crust, but none could display the changes more graphically than Tennyson does in the well-known stanzas from " In Memoriam "There rolls the deep where grew the tree.

O earth, what changes hast thou seen!
There, where the long street roars, hath been
The stillness of the central sea."

The hills are shadows, and they flow
From form to form, and nothing stands ;

They melt like mist, the solid lands,

Like clouds they shape themselves and go.'

The constantly changing face of Nature is frequently revealed in Shelley's poetry, as in his "Ode to the West Wind" and The Cloud," in which poetic imagination endows natural themes with almost living spirit. Every schoolboy knows the lines:

"I am the daughter of earth and water,
And the nursling of the sky;

I pass through the pores of the ocean and shores;
I change, but I cannot die."

To understand the full significance of the poem in which this verse occurs requires a knowledge of the cycle of transformations of terrestrial waters not commonly possessed by teachers of English. From invisible moisture to cloud, from cloud to shower, rain to spring and rivulet, to stream and river, and then to the sea to be distilled afresh into the air and return again to the earth-such is the lesson in physiography beautifully expressed by Shelley. The above verse has often been set for comment in elementary examinations of science students; we wonder whether students of English could interpret it so successfully as they do.

"

We know, of course, that poetry is not the expression of logical thought or scientific principle, but rather the revelation of human feeling and the art of combining words in metre and phrase which impress the mind in much the same way as music. Campbell did not want proud philosophy" to teach him the beauty of the rainbow, and Keats set forth the same doctrine that all charms fly at the mere touch of cold philosophy," yet a poet familiar with the optics of rainbow formation might well find in them a source of inspiration. Just as emotion does not manifest itself in exactly the same way in any two persons, so every one sees a different rainbow and is the sole centre of the "triumphal arch" which he sees. The particular display of colours admired by him is for him alone, and millions of raindrops falling through the air contribute to his pleasure by their refractive effect upon sunlight. To attempt to explain the formation of a rainbow in verse would not be poetry but a literary outrage, yet the natural events which lead to a consciousness of the wonder furnish a worthy theme for a muse with poetic insight.

If the attitude presented by Keats and Campbell were true, its consequence would be to deprive every student of elementary optics of the possibility of enjoying the sight of a rainbow. It would be just as illogical to suppose that appreciation of music must be denied to all who have a knowledge of acoustics, or that when a chemist knows the constitution of a synthetic perfume he loses his sense of smell. Wordsworth and Tennyson, Matthew Arnold and Russell Lowell, and in our own day Alfred Noyes, strike a much more hopeful and sympathetic note and show that knowledge does not necessarily prevent poetic conceptions or strange imaginative thought. All that it does is to place mystery on a different and a higher plane, and for a single wonder it substitutes a thousand for interpretation by poetic imagery.

It is not our present desire or intention, however, to justify a place for science in poetry or for poetry in science. The thesis we seek to establish is that teachers of English have almost as much need of lessons in science as teachers of science have of courses in our language and literature. The different points of view are fairly represented in the reports of the two government committees on "Natural Science in Education" and "The Teaching of English in England." The Science Committee rightly emphasizes the value of training in the use of correct English by students of science and technology. "All through the science course," the committee says, the greatest care should be taken to insist on the accurate use of the English language, and the longer the time given to science the greater becomes the responsibility of the teacher in this matter." Again,

Some literary study, including English, should have the first claim on the balance of time of all science students." The English Committee quotes these acknowledgments with approval, and in other parts of its report refers to the vital importance of English to students of pure and applied science.

With these views we are, of course, in complete agreement, but on our side we suggest that indifference to science among teachers of English is more general than neglect of literature by students of science. We are not likely ourselves to forget that science and the humanities are the warp and woof of the fabric of modern life any more than we overlook the human factor in industry. But while these relationships are frequently presented to scientific assemblies, we miss the same friendly gestures to science from our literary colleagues. Men of letters tell us that men of science are the only people who have something to say and are unable to say it, and we accept the rebuke, even though we know the difficulty of making the intricate processes of Nature intelligible in the vocabulary of ordinary life. Our retort, however, may very well be that men of letters should be expected in these days to know a little of Nature and science and to be able, therefore, to exercise their literary art in displaying the wonder and value of the rare treasures which the argosies of scientific explorers are continually bringing into our havens from uncharted seas. Science does not want a divorce from literature but closer union with it and a common understanding of the distinctive qualities by which each can contribute to the fullness of life. It would be easier to mention leaders of science who have enriched literature by their writings than to select men of letters who have exercised their imagination and art upon scientific knowledge and achievement; and we ask those who have the gift of radiant expression to remain no longer outside our temples, but to enter and be moved to testify to the revelation which will then be given them.

There are, however, still people who affect to believe that students of science are unresponsive to the human feeling made manifest in literature—whether living or dead. It is true that some of the most brilliant scientific investigators have not much more than a passing acquaintance with classical learning, but this is equally true of workers in other fields of intellectual activity. This does not signify, however, any lack of sympathy or interest on the part of students or teachers of science in the literary masterpieces of any age. On the other hand, many scholars and writers educated exclusively in classical schools, still offer an intransigent attitude towards the claims of science to an essential place among the new humanities. When a student of science confesses that he knows little or nothing of classical literature, he does so in a spirit of humility, but classical scholars often seem to be supercilious in their disregard of science. This vestige of social snobbery will no doubt disappear in the course of time, and it will be understood more clearly than it is to-day that science is as necessary a part of the mental equipment of a cultured man as is classical or modern literature or any other art of expression.

Sufficient evidence does not exist to enable a just comparison to be made of the relative influence of classical and modern training in promoting mental capacity for scientific pursuits. At present, tradition, method, social feeling, and professional prospects are all on the side of classical teaching, and the most capable pupils are therefore naturally directed to classical studies. Where schools of different types exist, or in different sides of the same school, there is always a tendency to draft the best boys into the classical school or side and to regard those who are not in them as mentally inferior. We are not justified, therefore, in assuming that noteworthy ability on the part of the classical student proves that classical studies provide better mental training than other subjects. Modern literary studies with science may quite possibly be able to afford equally effective training for the same minds.

Even if it be granted that classical studies are particularly valuable in developing accuracy, training reasoning powers, improving the memory and cultivating other desirable habits, psychological evidence is against the view that this ability in a particular course of study is transferable to subjects outside the boundaries of the group in which it is acquired. Psychologists have abandoned the educational concept that the exercise of the mind on one kind of material improves the faculty to deal with all kinds of material; and no subject can, therefore, be put forward as affording unique means of training faculties or powers in general. The mind as a whole is not trained as an instrument by any one subject, whether classical or scientific.

Whatever may be urged as to the value of the study of the classics to science students must refer chiefly to the substance of the best works in these languages, and that can be gained from translations. Acquaintance with the human spirit through such means is much needed in science teaching when the age is reached at which a student can appreciate the systematizing aspects of science. Early interest in science comes through wonder and delight in the intrinsic beauty and charm of natural phenomena, and is followed by interest in the use of the forces of Nature by man. With adolescence comes the power of appreciating systems of theoretical completeness and unity, and it is then that attention may usefully be turned to the thoughts of early philosophers. Young pupils are very rarely impressed by unifying principles, and philosophical speculations, whether placed before them in Greek or their own language. Their work in science is thus almost necessarily limited to acquaintance with perceptual phenomena, and conceptual ideas make little appeal to them. Similarly in historical studies striking episodes and dramatic events are more easily intelligible to immature minds than the constitutional or other causes which produce them.

To certain minds a grammatical generalization is more readily understood than a principle derived from laboratory measurements, and on that account some pupils who have been trained to apply scientific method to language may be better prepared to take up the study of science seriously than others in whose minds are nothing but loose ends. On these grounds there may be a value in preliminary training in classics to students who propose to devote themselves mainly to scientific pursuits, but there is so much in Greek science and philosophy that cannot be understood without acquaintance with natural knowledge that an even stronger case can be made out for some interest in science by those who intend to address themselves chiefly to classical studies. This correlative proposition is true also for students of our own literature, and its acceptance would do much to give organic shape to the elements of educational structure. When teachers of English, classics, and history understand and interpret the human contacts of science with their own subjects, there will not be that isolation of scientific instruction which at present exists, and the unity of interest will give power and a new meaning to all cultural effort.

It is announced that Prof. G. C. Moore Smith is retiring from the editorship of the English section of the Modern Language Review, a position which he has filled since 1915. He is to be succeeded by Dr. C. J. Sisson, Reader in English in the University of London, University College.

*

TEACHERS and administrators alike will regret to hear of the impending resignation of Sir Benjamin Gott, secretary to the Middlesex Education Committee. Sir Benjamin has almost completed forty years of public service, including thirty years in Middlesex. At the recent meeting of the Middlesex Education Committee many fine tributes were paid to Sir Benjamin, particular reference being made to the unique position in education held by Middlesex under his direction, his wide reputation, and his unselfish consecration to public service.

MR. HUMFREY GROSE HODGE, son of the Rev. E. Grose Hodge, honorary Canon of Birmingham, and late Prebendary of St. Paul's Cathedral, has been appointed headmaster of Bedford School in succession to Mr. R. Carter. Mr. Hodge is an old pupil of Marlborough, and graduated from Pembroke College, Cambridge, with a first in the Classical Tripos, being placed first in the list. During his college career he became president of the Cambridge Union. His war service was given on the North-West Frontier, Mesopotamia, Egypt, and Palestine, and after demobilization he accepted a position on the staff of Charterhouse.

THE death of Lord Pontypridd removes another of the important personalities who have moulded and influenced Welsh education in the last half century. Despite his absorbing interest in political questions-he was a member of the House of Commons for many years he devoted a great deal of time, thought, and energy to Welsh educational affairs. He was at all times a generous subscriber to the University of Wales and occupied the position of President of University College, Cardiff, when His Majesty laid the foundation of the new college buildings in Cathays Park, Cardiff. He was the first President of the National Museum of Wales, and the fine building which is now playing so important a part in the culture life of Wales is in no small measure due to his unwearying devotion. Whilst he was Mayor of Cardiff the Free Library and Museum and the School of Art and Science, of which Sir Goscombe John, R.A., was one of the first students, were opened. His name stands second in the long list of honorary freemen of Cardiff.

EDUCATION is represented in the New Year Honours List by the following: KNIGHTS.—Bayley, Alderman John, founder and builder of Wellington College, now Wrekin College, Salop. Hartley, Brigadier-General Harold Brewer, C.B.E., M.C., Fellow and Tutor of Balliol College, Oxford. Member of Chemical Warfare Committee. For services to the Army in connexion with training Army candidates at Oxford. Robertson, Charles Grant, C.V.O., Vice-Chancellor and Principal of Birmingham University. Spielman, Meyer Adam, Chairman of Managers of Hayes Industrial School and of Park House Reformatory School. Coyajee, Jahangir Cooverjee, Professor of Political Economy and Philosophy in the Presidency College, Calcutta. C.B. (CIVIL).— McQuibban, Lewis, C.B.E., Permanent Secretary, Ministry of Education, Northern Ireland. D.B.E. (CIVIL).—Dove, Jane Frances, former Headmistress of St. Leonards School, St. Andrews, and founder of Wycombe Abbey School. O.B.E. (CIVIL).—Halford, Jeannette, Founder and Honorary Secretary of the National League for Health, Maternity, and Child Welfare. KAISAR-I-HIND MEDAL.Griffin, Edris, Superintendent, Lady Reading Health School, Delhi. Graham, Anne Strahan, Superintendent, Lady

By the death, in December last, of Miss Margaret Crookshank, formerly headmistress of St. Leonard's, Amhurst Park, there has passed away a keen educationist and a true friend to many. All who knew her are grateful for the fine life, the unfailing sympathy and generosity, the sturdiness and shrewdness of judgment, and the determination, which built up her school and endeared her to many generations of girls and teachers. Coming early in life from Scotland, she became a teacher in Priory House School, Lower Clapton, and set her mark upon the boys and girls there, many of whom remember her energy, her kind severity, and her humour. After a time she and her sister Elizabeth (Miss Lizzie, as she was lovingly called), opened a school in Stamford Hill, which became before long St. Leonard's, in Amhurst Park; and it was here that most of her life's work was done. Slowly the school was built up, with great self-denial and hard work—work in the night as well as in the day, for the two sisters were reading for the L.L.A. St. Andrews, when that degree was first given to women. Their labour was rewarded; for the school became well-known and sought after, and very many women owe their ideals and their education to it; they can tell of the thoughtful care, the humour and the sympathy, that they found there, the interest in charity which took definite and concrete forms, and in all efforts for wide knowledge. Miss Crookshank was naturally a member of the College of Preceptors, the great organization of teachers in those days, and was on its Council for many years; she was a councillor and influential member of the Private Schools Association; and she took a keen interest in the Teachers' Guild. When she gave up her school, she and her sister lived at Rickmansworth for some years. There Miss Elizabeth died, and soon after Miss Margaret had to submit to the operation which left her lame for the rest of her life. After a time she moved to Hastings, and there her old friends used to see her, always cheerful, interested in politics and education, and full of kindness and remembrance for her old friends. One of her last acts was to send Christmas coals to the descendants of one of the old servants in Forgue, her native village in Scotland. She died in Hastings after a long life of eightyeight years spent in noble service.

ONLOOKER.

TRAVELLING SCHOLARSHIPS FOR WOMEN.-The Walter Hines Page Travelling Scholarship and two Scholarships at the Chautauqua Summer School in the State of New York will again be offered by the Education Committee of the English-Speaking Union in 1928, to enable women teachers to visit the United States of America. The Page Scholarship was founded in 1924. The holder is invited to spend her summer vacation in America as the guest of the English-Speaking Union of the United States, and her hostesses are prepared to arrange for her to study any aspect of American life in which she is interested. The Scholarship is of the value of £50, and complete hospitality is offered in America. To meet the remaining travelling and incidental expenses the teacher need only provide a further £50. The Chautauqua Institution of the United States has generously reserved for the use of British women teachers two scholarships at the Chautauqua Summer School, to be held in July and August in the State of New York. The scholarships cover the cost of lectures and classes, and complete hospitality for six weeks. Travelling and incidental expenses must be provided by the holders and are estimated at not more than £80. After the Summer School the English-Speaking Union of the United States offers two weeks' further hospitality where required to the holders of these scholarships, so that they may visit some of the interesting cities of the Eastern States. The above scholarships are open both to secondary and elementary women teachers and applications should reach the Committee not later than March 24. All inquiries should be addressed to the Secretary, Education Committee, English-Speaking Union, Dartmouth House, 37 Charles Street, Berkeley Square, London, W. 1.

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