Now that more science has become the popular educational cry, there is a danger of raising too great expectations of what physical science can do, and so of paving the way for a reaction against it when it is found not to yield the results unduly expected of it. This arises mainly from basing the claims of physical science to a school place upon an exaggerated estimate of the value of the knowledge imparted, and from not admitting it as an educative agent capable of filling a unique place in the educational course. On account of the popular belief in the ultimate practical, or bread-and-butter value of science teaching, it has been introduced in many cases as an attraction in a school prospectus without adequate means being provided for efficiently carrying it on. In such cases it often takes the form of the popular lecture illustrated by experiments which requires no great mental application on the pupil's part, gives him amusement, and relieves him for the time from some of his dry daily routine, but which fills him at the same time with a false and mischievous notion of what science is. It is of great importance that the true place and aim of physical science in schools should be clearly recognised, not merely by scientific men and educationists, but also by the intelligent general public, for it is only when such recognition is general that the means of equipping and maintaining science work will be forthcoming.