The first person credited with being employed as a science teacher in a British public school was
BAAS emphasized separately pre-professional training in secondary science education. In this way, future BAAS members could be prepared. The initial development of science teaching was slowed by the lack of qualified teachers. One key development was the founding of the first London School Board in 1870, which discussed the school curriculum; another was the initiation of courses to supply the country with trained science teachers. In both cases the influence of Thomas Henry Huxley. John Tyndall was also influential in the teaching of physical science. In the United States, science education was a scatter of subjects prior to its standardization in the 1890s.
The development of a science curriculum emerged gradually after extended debate between two ideologies, citizen science and pre-professional training. As a result of a conference of thirty leading secondary and college educators in Florida, the National Education Association appointed a Committee of Ten in 1892, which had authority to organize future meetings and appoint subject matter committees of the major subjects taught in secondary schools. The committee was composed of ten educators and chaired by Charles Eliot of Harvard University. The Committee of Ten appointed nine conferences committees: Latin; Greek; English; Other Modern Languages; Mathematics; History;
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Civil Government and Political Economy; physics, astronomy, and chemistry; natural history; and geography. Each committee was composed of ten leading specialists from colleges, normal schools, and secondary schools. Committee reports were submitted to the Committee of Ten, which met for four days in New York City, to create a comprehensive report.] In 1894, the NEA published the results of work of these conference committees.According to the Committee of Ten, the goal of high school was to prepare all students to do well in life, contributing to their well-being and the good of society. Another goal was to prepare some students to succeed in college.] This committee supported the citizen science approach focused on mental training and withheld performance in science studies from consideration for college entrance. The BAAS encouraged their longer standing model in the UK. The US adopted a curriculum was characterized as follows
