WHEN I claimed for science a position of educational equality “both as regards range and time with classics and mathematics,” I intended to express the amount of science teaching in the school curriculum which alone can satisfy the upholders of a scientific education. I am as fully aware as Mr. Wilson is of the: importance of a firm mathematical foundation, and I am as far from wishing to overwhelm the younger boys with science before they have mastered the elements of arithmetic and grammar and languages as he can be. My experience amongst boys has, however, not been such as to enable me to say exactly when a thorough science teaching ought to begin.