Page 38 - The Gonzaga Record 1985
P. 38
some kind of exposure to the 'scientific method'. Above all, it was not to take too
much time from the humanities and modern languages. And anyway, there was not
money available for the building of proper science laboratories.
Down in the lower yard, where the stables of the Bewley house had been, there
was a long upper room that had been a hay-loft. It was being used as a music room,
for classes in musical appreciation. These classes were now moved to the stage in
the new Hall. (The same long room is now once again the music room.)
Running water was brought from a tap in the garden, and cylinders ofKosangas
provided fuel for heating and for some bunsen burners. A large demonstration
table formed the focus of activity. Sufficient equipment was acquired gradually to
enable a Demonstration Course to be given. It was an effort to raise the teaching of
science at least above the level of mere 'chalk and talk'. The long demonstration
bench meant that the pupils could gather around quite closely to observe the
experiment. On a rota system the pupils helped to assemble and dismantle the
equipment, which gave them some familiarity with basic equipment, and scientific
technique. The system worked quite well, in fact.*
Of the time given to science, the greater part of it was given to physics. It was felt
that physics provided the best foundation for building a wider science course in
later years. But some chemistry and some biology was also taught over the four
year course. All the boys did this four-year Demonstration Course. Then in the
sixth year, those who so desired could concentrate on the Leaving Certificate
physics course.
What evaluation could one place on this four-year Demonstration Course? It
lasted for about twelve years, which is long enough to make some sort of judgment
possible. So what is the verdict? It is a curious one.
As the teacher directly involved I was not inclined to evaluate it highly, and
looked on it as a second-best effort. But my opinion was constantly challenged by
those who had left the school and were pursuing a career in the university of
medicine, engineering, or science. They considered it had given them a good
foundation. And, of course, those who went on in Arts or Law were even more
kind in their verdicts. But at least what there could be no argument about was the
conviction that it was an immense improvement on no science at all. Those boys
who were keen on science got their chance, and some made great use of it.
However, the situation was not ideal, and even a good Demonstration Course
was not a substitute for proper laboratories where the students themselves are
active doing experiments.
There was also the possibility that the universities might at any time decide that
those who intended entering on Medicine, Science, or Engineering faculties would
require to have studied successfully at school some scientific subject, or subjects.
The situation had changed a lot since the opening years of Gonzaga College, and
grants had become available towards the costs of building and equiping
laboratories. The Department of Finance recognised a system of covenanting
towards the cost of science buildings by tax reliefs which benefited the school.
Gonzaga was still struggling with the debts incurred in building the Hall and the
school Chapel. There could be no question of building permanent and proper
• A /th ough he wo uldn 't say it himself, without Fr Lee's dedication, enthusiasm and pragmatism
there wo uld have been no scient((ic wo rk in Gonzaga.
30
much time from the humanities and modern languages. And anyway, there was not
money available for the building of proper science laboratories.
Down in the lower yard, where the stables of the Bewley house had been, there
was a long upper room that had been a hay-loft. It was being used as a music room,
for classes in musical appreciation. These classes were now moved to the stage in
the new Hall. (The same long room is now once again the music room.)
Running water was brought from a tap in the garden, and cylinders ofKosangas
provided fuel for heating and for some bunsen burners. A large demonstration
table formed the focus of activity. Sufficient equipment was acquired gradually to
enable a Demonstration Course to be given. It was an effort to raise the teaching of
science at least above the level of mere 'chalk and talk'. The long demonstration
bench meant that the pupils could gather around quite closely to observe the
experiment. On a rota system the pupils helped to assemble and dismantle the
equipment, which gave them some familiarity with basic equipment, and scientific
technique. The system worked quite well, in fact.*
Of the time given to science, the greater part of it was given to physics. It was felt
that physics provided the best foundation for building a wider science course in
later years. But some chemistry and some biology was also taught over the four
year course. All the boys did this four-year Demonstration Course. Then in the
sixth year, those who so desired could concentrate on the Leaving Certificate
physics course.
What evaluation could one place on this four-year Demonstration Course? It
lasted for about twelve years, which is long enough to make some sort of judgment
possible. So what is the verdict? It is a curious one.
As the teacher directly involved I was not inclined to evaluate it highly, and
looked on it as a second-best effort. But my opinion was constantly challenged by
those who had left the school and were pursuing a career in the university of
medicine, engineering, or science. They considered it had given them a good
foundation. And, of course, those who went on in Arts or Law were even more
kind in their verdicts. But at least what there could be no argument about was the
conviction that it was an immense improvement on no science at all. Those boys
who were keen on science got their chance, and some made great use of it.
However, the situation was not ideal, and even a good Demonstration Course
was not a substitute for proper laboratories where the students themselves are
active doing experiments.
There was also the possibility that the universities might at any time decide that
those who intended entering on Medicine, Science, or Engineering faculties would
require to have studied successfully at school some scientific subject, or subjects.
The situation had changed a lot since the opening years of Gonzaga College, and
grants had become available towards the costs of building and equiping
laboratories. The Department of Finance recognised a system of covenanting
towards the cost of science buildings by tax reliefs which benefited the school.
Gonzaga was still struggling with the debts incurred in building the Hall and the
school Chapel. There could be no question of building permanent and proper
• A /th ough he wo uldn 't say it himself, without Fr Lee's dedication, enthusiasm and pragmatism
there wo uld have been no scient((ic wo rk in Gonzaga.
30
