Our science curriculum at any level is a statement about the elements of science we choose to teach, selected from a much larger set of possibilities. These choices, for example about the purpose of education. about what is of most value to individuals and to society, and about the balance between intrinsic and instrumental reasons for learning. all embody values. Empirical evidence may inform these choices, but it cannot determine them. Important insights, for example into the nature of scientific knowledge and its implications for learning, have come from scholarship and analysis. Our considerably equipped laboratories in Physics, Chemistry, Biology. and Mathematics provide the needed support for the effective transmission of knowledge in the science fields.