Governors, lawyers and business leaders have to deal with scientists, and every educated person finds his views affected by science. Yet our science teaching of non-scientists, in school and college, has built up mistaken ideas, dislikes, and the common boast, "I never did understand science.' Even those students who arrive at college with plans to become scientists usually bring a mistaken picture of science: some have a collection of unorganized facts about science, and some regard the study of science as a game which includes getting the right answer. The first of these attitudes seems to come from a kind of course which provides various kinds of information; the second, from a training course on how to pass examinations that do not ask about the student's understanding but simply require him to put the numbers in the right formulas . Neither type of courses (in school or college) seems to give students and understanding of science as we find it among scientists. Neither shows students how real scientists work and think how the facts are gathered, how discoveries are made, and what they mean. Young people need good teaching of science, not so much a great wealth of knowledge as a healthy understanding of the nature of science. They need an understanding of knowledge leading to sympathy with science and an eagerness of the way scientists work. Given these, it is easy to encourage later reading and learning. A good course of science is  _  .
to teach students to do things according to formulas to provide students with all kinds of information to help students have a good understanding and form a correct attitude to science to encourage students to have a good command of knowledge