ABSTRACT
Science teaching must take place in a laboratory; about that at least there is no controversy. Science simply belongs there as naturally as cooking belongs in a kitchen and gardening in a garden. Books of recipes or gardening manuals can be read anywhere, but the smells, taste, labour and atmosphere can only be evoked in those who already know the reality. It is the same with science, and so the teaching of it must involve real contact with those aspects of nature which are to be studied. This has one great advantage: for young children the first move out of the classroom with its familiar rows of desks into the exotic atmosphere of a laboratory is immensely stimulating. Excitement and expectation stir. What should we do with these invaluable commodities?
