ABSTRACT
This chapter considers the specific problems of scientific and technical education. What makes the situation still more dangerous is the smug assumption still found in some quarters, that science students as a whole can get an adequate general education 'on the side'. In a number of science departments intensive discussion of the broadest issues goes on between lectures and students over cups of tea brewed in beakers in the lab. One tutor, for instance, might deal with the rise of Western civilization, another with the history and philosophy of science, another with the principles of industrial management, another with the application of science to the study of society, another with the appreciation of the fine arts. The mathematical aspects of science and technology can only be mastered with pleasure and insight by the majority of children in secondary modern, grammar or public schools if the mathematical teaching in the schools, particularly in junior and preparatory schools, is radically reformed.
