a large Committee which dealt with Scientific Education and Research and yet had not a single scientific man upon it! In the course of his evidence Professor Perkin expressed the opinion that 'it is entirely due to our lack of appreciation of the importance of research that so many of our industries have already gone to Germany and so many were in process of being transferred when the war broke out'.
The causes of failure Professor Perkin traced back to the Universities and the schools. He showed that there are roughly ten times as many advanced students doing research in Universities and other teaching institutions in Germany as there are in this country; and, speaking of the traditions in our schools, 'Over and over again', he said, 'I have met men who have told me that, while their natural bent had always been in the direction of science, they had taken up a classical career because they had been urged to do so by the head master of their school'.
I have heard the late Sir Arthur Rücker express the opinion that scientific education in this country would never have a fair chance until a scientific man was made head master of one of our great public schools.
I would not for a moment undervalue what is done for science or the great improvement that has been effected in the teaching of science in the public schools. But with all this, for which we are most grateful, there exists a distorted estimate of values. A clever boy is thought to be wasted if he does not study classics.
I may instance an example which came under my own personal experience. I refer to a boy I knew well who in my opinion was intended by nature for a scientific career. The conviction grew ever since a day in his early childhood when I explained to him that nothing