The European Physical Society (EPS) is an independent body funded by contributions from National Physical Societies, other bodies and individual members. It has over 80,000 members and can call on expertise in all areas where Physics is involved. The declared aim of the EPS is to help Physics and Physicists in Europe.

1. The Objective Of This Position Paper
There is a remarkable variation in the fraction of members of individual National Physical Societies (NPS) who are 'teachers' (defined here as those employed in schools, i.e. pre-University). In some cases there might be good reasons, e.g. 'there is a separate Society for school teachers', but in others the reason may be historical and less valid.

The Position Paper, which is addressed to the Presidents of NPS, makes the case for every effort to be made to enhance the number of Physics teachers in NPS. Often they will be in their own 'Division', but nevertheless full members of the NPS. Attention will be given to the possibility of low subscription rates (see§7).

2. The Need For More Youngsters To Study Physics
It is self evident that unless we maintain, and in some cases, enhance, the number of Physics students then the subject will suffer and with it the numbers in physics research, physics-related subjects (including engineering) and other subjects of relevance to national wealth-creation. It is important to inform youngsters that Physics is the backbone of many other areas of science and technology, including medicine, biotechnology, telecommunications, Earth sciences, computer modelling and even financial analysis and insurance, to name only some.

The cultural aspect of physics must also be remembered and the need for a scientifically literate population.

3. Who Can Fight For Physics In Schools?
Although it is true that there are many Teachers' Associations, and they do good work, it is also true that professional physicists can provide considerable support - not least because it is in their best interests to do so. This immediately points up the value of NPS in this respect. The NPS and Teachers Associations have complementary roles to play.

4. Why Should Teachers Join NPS?

There are many reasons.

(i) Liaison with higher education, industry and other occupational areas is assured. A specific example is help with the design of projects for 16-18 year old group.

(ii) Teachers will be better able to advise students on the many reasons why they should study Physics.

(iii) Help can be given by NPS in the area of technological developments (journals, courses, etc.); this helps the career advancement of teachers. Stronger interaction with academic physicists increases the chance that academics will put on courses describing new developments in Physics.

(iv) NPS are increasingly involved in lobbying their Governments and other bodies to increase their support for Physics. The weight of NPS in working for teachers can be considerable.

(v) Teachers will feel less isolated, when the gap is bridged with universities and research laboratories.

5. How Do NPS Benefit?
An NPS that has a membership that is drawn from all areas where Physics is practised commands greater respect in the profession as a whole - and in the political decision levels. Teachers could well be the best advocates for Basic Sciences and research.

6. Is There A Qualifications Problem?
There need not be. There is usually a degree- and experience-qualification for each grade of membership that can cater for teachers.

In some countries, where much physics is, alas, taught by poorly qualified individuals, there is a grade that is appropriate. Indeed, membership of an NPS can help these teachers considerably by way of providing up to date information about the subject and providing answers to teachers' questions.

7. Schools As Affiliate Members Of NPS
In some countries, Schools as a whole join the NPS, the teachers themselves joining their Teachers Associations. This procedure comes about largely because most teachers are notoriously underpaid.

Such an arrangement merits serious thought.

8. Relations with Physics Teachers Associations
It is appreciated that in some cases, where strong Physics Teachers Associations exist, incorporation in the NPS may not be appropriate. However, it is to be hoped that very strong links at all levels will be formed. There is everything to be gained and nothing to be lost.

9. The Wider Area of Science
Many NPS have strong links with their fellow-societies in Mathematics, Chemistry, Biology, etc. The input from Physics teachers to an NPS - and the consequent broader view of our subject - helps in interactions with these other Science subjects and enables a more coherent front to be presented on behalf of the whole of Science.

The EPS Executive Committee