Worcester daily spy. [volume] (Worcester [Mass.]) 1850-1888, 1872-08-10
March 1e. 1911
Physical Science in ,he Common school

Physical Science in the Common school.
We print entire the paper read at the national
convention OF teachers in Boston, by Professor
Thompson of the Technical school, The subject,
we feel sure, will interest our readers.
The subject assigned me is "the extent and
method of physical science in the common
school; that is, how much shall be taught and
how shall the subject be presentedp The terms
physical science and common school may mean
so much or so little, according as person
speaks accurately or loosely, that some defni-
ton of terms is indispensable to an intelligent
treatment of the subject.
Science processes to exhibit what is actually
known or may be learned in the forms of exact
observation precise definition, fixed terminolo-
gy, classified arrangement and rational explain
alton. This is Professor Porter's definition, and
no better one has been given.
Physics, or physical science, is generic term
for the sciences of nature. 1t includes psychol-
ogy, though not the illogical doctrine that what
ever obeys its laws is material. This Is Its broad
genealogical sense. In this sense 1t includes the
physical sciences and the natural history sci
ences-a distinction demanded alike by in
creasng knowledge and the necessities of
speech. The latter are mineralogy, zoology and
botany, with all the allied sciences that accom-
pany or flow from them. They deal primarily
with the objective forms of nature, but lead in
evitably to a consideration of the laws by which
those forms are determined. Some would eX-
clude mineralogy from this class, and restrict
the term natural history science to the forms of
mineral and vegetable life. But since the crys-
talliue force is at least "the mute prophecy of
life" minerals which largely ohey this force
may properly enough be studied side by side
with animals and plants.
The physical sciences are those which treat of
forces-their origin, correlation and effects-wth
the methods of measuring and applying them.
The sources and uses of mechanical energy, in
Guiding the laws Of heat, light aud electricity;
the properties Of prime motors; the calculations
of astronomy; the determination of the amount
and effect of friction and the direction and
amount of thrust and strain, in general the
knowing and the ways Of knowing how any
force acts to produce any effect, l0ttb0ut loss Of
force, these constitute the subiectmatter of the
physical sciences or physics. Let US not be
misunderstood The term physical science, in
its broad sense, is generic, and has no synonym
The term physical sciences denotes those sci
ences which undertake TO investigate the phe-
noDlend Of nature and the laws according to
which they take place. The natural history
on or in the earth, and undertake to name and
classify them.
| ANY one of the natural history science, as bot
auy, when it seeks the laws of structure and ar
rangement, may become physical science.
| These determinations are somewhat arbitrary,
but they must be kept carefully in mind in or
| der to a statement of onr subject. The natural
/ history sciences are of observation; the physi-
| cal arc mathematical, and useless otherwise.
| The science of chemistry occupies unique po-
| sition. It's purpose is TO give an account of the
changes in the condition that matter under
i goes, and to show that in these changes of form
1 there is no loss of material. In pursuing this
end it calls TO its aid nearly all the other sci
| cnces
Turn now to the school. Here are two sorts,
| the "hlgh school" and schools below the grade
\ OF the high school," The relation between the
two follows pretty uniform law The lower
| schools arc poor when the high school is poor
| good when it is good. 1t is the pulse of the sys
| TEN. The scope OF the high school bears the
same relation its quality to that of the lower.
| But the scope OF the high school varies as wide
| ly as the average cultivation and intelligence of
communities vary. Hence we mnst restrict our
selves TO the best possible high school, and, by
consequence, the best possible lower schools.
These schools VIC will venture to include in the
term the common school; because in the minds
| of avast majority of people it has that mean
| ing. 1t appears that less than one-tenth of all
| public school pupils are found in the high
| school. This fact probably accounts for the
| sequestratlon of the term common schools, in
popular usage.
| If these definitions are correct, the success
full study Of physical science will require GER
| tain qualities OF mind in the student. He must
possess the power of exact observation; his def
nitions must be lucid and precise; he must ex-
| press himself easily IN the accurate use of the
| dialect of his science; his arrangement and
| classification of facts must be logical and con-
| fOrmabe to the usage OF scholars. He cannot
| safely neglect the discipline of the imagination
| whose scientific uses are so many, nor can he
hope for success without enthusiasm. To this
end he needs systematic training. The quail
| ties just enumerated are not Unborn.
But the average man does not approach
physical science from the standpoint of the
scholar. He cares only for the practical results
| that happen to attract his attention.
Between these two is the educated artizan-a
| type just now appearing and destined to occupy
a conspicuous position in the future. He must
| heed the enthusiasm of the scholar with the
| wisdom of the man of affairs.
| Here then with regard to physical science are
| three men 10 be trained-the scholar, the edu-
| Gated artizan, and the average man. This
training is the work ofthe school. How much of
| il belongs to the common school below the
| highest grader What is this school 10 do2 1t
is to give suitable preparation to the scholar for
the high school; to the artizan his main prepare
ton Tor the technical school, 10 the average man
for the ordinary affairs of life, without any dis
tinctiOn of birth of sex. Ia short, its work is
amongst the rudiments of knowledge. This
broad intent of the common school must not be
lost sight OF. This school must not be blamed
| because the merchant does not find its pupils
| expert accountants, the high school facile
| scholars, the technical school accomplished
artzans; but it must be blamed if the pupils do
| not show themselves ready for the broader train
| ing offered by the countins-room, and the higher
| school. All due allowance made for innate stu
| pidity and waywardness, what then must the
| common school do, or fail? This is the ques-
| ton TO be considered first of all. 1t does not
concern us now to inquire whether the methods
| of common school instruction in this country
| are lamentably unphilosophcal and vague
| whether committees NEEDLE where they ought
| to help; whether too few have grace to select
| good teachers from poorRones, and when found
| 10 let them aone-whether too few teachers
teach from such love of the work that nothing
else attracts them; whether by mechanical and
| arbitrary classification the children of the better
educated and moro intelligent people are de-
frauded in the common school and so forced in.
| to private schools. These inquiries do not con-
Germ us now, for we are dealing with the best
school. What must this school do7 1t must
give the child the best possible training for the
life of a citizen, either as scholar. artzan or av-
| erage man.
II is perfectly certain that in most schools the
| work is 50 imperiecty done that any addition to
it is the most consummae folly. The first duty
| of ordinary schools is TO come up TO the stand.
| ard of the best schools in methods and appara-
| tus of instruction. II will not help nature TO
| introduce the study Of physical science. To Mt.
| tempt to remedy and supplement rude and n-
complete work by the imposition of new work
| in untried fields is very grave mistake. II will
| only add TO the confusion. The new wine will
] burst the bottles, and the bottles be marred.
| Some ardent alriends of youth, aware of the
| lack in the current methods and the meagre-
ness Of their results, aud aware too Of the i'm
portance Of knowledge of physical science TO
all young people at the present time, rather has
uly conclude that il must al once be taught in
the common school, forgetting that schools obey
laws This plan sometimes suggests the bill Of
mat unframed parliamentarian, Mr.. 1ittlebat
litmouse, for giving everybody everything.
lhere IS nothing that people in general so
much dread as thorough overhauling of mis-
managed, clumsy, ineffective schools. "Don't
you see exclaimed pundit in our legislature
when bill was proposed making diplomas of
graduation at the state normal schools sufficient
evidence Of fitness TO teach, Don't Won ace ii
VIII give them an advantage over others who
haven't been 10 the Normal schoolD Only
few schools comparatively are in condition ~
discuss this subject at ali. These must give ali.
equate training in tue ordinary English branch.