As to the learning of scientific method, the whole thing is palpably　25 a farce. Actually, for the convenience of teachers and the　requirements of the examination system, it is necessary that the　pupils not only do not learn scientific method but learn precisely　the reverse, that is, to believe exactly what they are told and to　reproduce it when asked, whether it seems nonsense to them or　30 not. The way in which educated people respond to such quackeries　as spiritualism or astrology, not to say more dangerous ones such　as racial theories or currency myths, shows that fifty years of　education in the method of science in Britain or Germany has　produced no visible effect whatever. The only way of learning the　35 method of science is the long and bitter way of personal　experience, and, until the educational or social systems are altered　to make this possible, the best we can expect is the production of a　minority of people who are able to acquire some of the techniques　of science and a still smaller minority who are able to use and40 develop them.

　　1. The author implies that the professional schoolmaster has

　　A. no interest in teaching science

　　B. thwarted attempts to enliven education

　　C. aided true learning

　　D. supported the humanists

　　E. been a pioneer in both science and humanities.

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