'I said that I have recently discovered I am a scientific worker, that I have been working a scientific experiment, though not of the kind accepted for report to the Royal Society. It has been worked by being headmaster of a school for thirty years and by having taught for forty years. When I became a headmaster I began by introducing engineering into the school--applied science. The first effect was that a large number of boys who could not do other things could do that. They began to like their work in school. They began to like school. That led on to introducing a large number of other sciences, such as agricultural chemistry, horse-shoeing (if that is a science), metallurgical chemistry, bio-chemistry, agriculture; and, of course, these new sorts of work interested a large number of other boys of a type different from the type interested in the old work, so we got an exceptional number of boys, curiously enough, unexpectedly liking what they had to do in school. Then I ventured to do something daring; it is most daring to introduce the scientific method of finding out the truth--a dangerous thing--by the process of experiment and research. We began to replace explicit teaching by finding out. We did this first with these newly introduced sciences. Then we began to impress the aims and outlook of science on to other departments of school life. History, for instance: we began to replace the old class-room teaching and learning by a laboratory for history, full of books and other things required in abundance, so that boys in all parts of the school could, for some specific purpose (not to learn; to go into school to learn was egotistical), find out the things we required for to-day. We set them to find out things for the service of science, the service of literature, modern languages, music.