Worcester daily spy. [volume] (Worcester [Mass.]) 1850-1888, 1872-08-10

IL Is clear, then, on the merits of the case that
physical science, as well as all science, would be
helped 10y reformation in language teaching i'm
our common schools
But, while this may be true for the student OF
science, where meantime is our average man?
lie VIII not become d student of science He
goes into the ordinary business of life He be
comes, perchance, a member of natural history
society. His formal education ceases when he
leaves the common school. "The physical sci
ences are coming to be regarded as the doors
through which our national wealth may be
reached and our national industries developed"
Is the warning suggestion in the presidents
letter of invitation. Is the man not deirauded
in certain sense by the exclusion of the physi-
cal sciences from SCHOOL,
This is a question of possibilities. The man
certainly is detrauded if, when a boy in school,
he is not taught the necessary mathematics, Ian
guage, history, geography, drawing, penman-
ship, and made familiar with those objects in
nature that lie within easy reach. Ii seems to
me that this is enough, however skilfully done,
of serious work for the time allotted TO it. New
studies cannot be introduced without displacing
those approved by long experience as essential
and Indispensable. Therefore, the study of
physical science, except in the objective way
mentioned, cannot properly be introduced into
the common school.
In defence of this position, | beg to quote
some passages from eminent living writers and
masters in science, taken from private unpub-
lished letters President Chadbourne saws: of
You ask should any direct instruction in the
physical sciences be given in the common school
as a distinct exercise or study, | answer no.
think il desirable, however, that scholars should
have familiar instruction in the physical sciences
at an early age, so far as it can be given Incl
dentally, in connection with other studies !
do not think the cause of science generally
would be promoted by substituting instruction in
the physical sciences for thes tudies prescrib
ed for most of our schools below the high school
pracl GunitI at ~ a,II,
says: have no doubt that, if the way were
open, physical science might he taught TO adj
vantage in the common schools below the high
school grade. 1t lies on the plane apon which the
child-mind works most readily and with the
greatest facility, that of sense-or of the objective
and the concrete rather than the subjective and
the abstract. Children incline TO things, so to
speak, rather than thought. But is the way
OPEN As matters stand, can we spare any of
the time given to the studies of the established
programmed Are not these studies only half
mastered incline to think the answer must
be in the affirmative. | see light only in one
direction. Some of the studies might, pehaps,
be dealt with in more compendious and yet a
better because more natural way. English
grammar, for example. Could not the end be
gained with saving of time so that the ele
mentS oil natural science could have place?
This point of saving time without losing force
or effect is one of the greatest in education.
President Clark, of the State Agricultural col
lege, says | am decidedly of the opinion that
too many studies are pursued in our schools.
The tendency is to specifically, and to a sort of
disrespect for the essential elements of education
among both teachers and pupils. The cause of
science will be best promoted by thoroughness
of preparation for its pursuit when the mind has
become somewhat developed. Children may be
amused by the wonders of science, but they will
not discover or apply many important princi-
pies.
Professor Gilman says: have no doubt that,
with competent teachers, much may be done
towards awakening a love of nature at a very
early age; but SO many persons try to teach
book knowledge of nature that children are
repealed by dry names and abstract statements.
The advantage of early calling the attention of
young people to the observation and study of
natural objects and phenomena seem to me OBJ
Vious.
Professor c. A. Young, of Dartmouth college,
says: have no doubt that the elements of nat
ural philosophy might advantageously be taught
in the common Sehools-that the graduates, so
to speak, of the common schools really ought to
know something about the subject. But wheth-
er the studies at present pursued can any of
them be wisely superseded by the study of ele-
mentary physics seems to me very doubtful
But do think that teachers of the common
schools might fairly be required to have more
knowledge of the subject, and that accurate, as
far as it goes, and not indefinite or incorrect, like
that derived from most of our high school text
books.
Prof. James D. Dana SAYS: | am strongly of
the opinion that children may begin the STUDY
of natural history to advantage as early as at
ten years of age BY that time they engage ca.
gerly in collecting postage stamps, and that love
of curiOsities which they thus exhibit might as
well be utilized in ways more for their profit
II their attention were early directed by iudi-
cious teacher towards minerals and plants, and
an occasional outdoor exercise taken, MANY
would give up stamps for specimens in natural
history. BY two or three such exercises an in
tereSt is sure TO be excited in stones of all kinds
and colOrs, and new localities will be found by
the children themselves, and new specimens
brought in. The children will then gather nm
knowledge without effort. The result of such
studies is somewhat like that from the opening
of blind eyes; for the world becomes ten fold
fuller of objects of interest and pleasure, and
children make rapid growth in intellect through
their improved powers of seeing and distinguish
ing, and their quickened habits of attention and
thought. There is no doubt TOO that the early
and general introduction of instruction in
natural history would tend to multiply investi
gators aud give an impulse to scientific discov-
cry.
President Noah Porter says: | am very con-
tident that the study of nature should in the
earlier activities of childhood and the COMPARE
lively undisciplned and unrenecting aye, be con-
fined to the simple clasSifcations Of natural
history. Beyond that it is very unwise TO 90.
To anticipate anything like science proper is un.
natural. The interest in science itself is not
likely to be promoted, but to be hndered by
such cOurse.N
If these views should be generally adopted in
the best schools, and reforms secured in schools
at large, the pupil would emerge from the com.
mon school possessed of the first requisite of the
scientific man power OF exact observation. The
other qualities enumerated must be developed
by the broader training of the high school, the
technical school and the college But what eff
tpipDpV and ppmnlnfaupSs 4
leave il the facts of nature could have become n
part of the cnild's mind before he submits TO
t2
The average man thus furnished no longer
walks through the world as in vain show;
every natural object attracts and interests him
The stimulus of his school training urges him
to reading and investigation. The stone be.
meath his feet guides him to its history, nature
| and purpose; the ants and the bees, the squir-
relS and the foxes, moralze to him; the birds
prophesy TO him, while they pour their music
into his delighted ear; the flowers teach him
their impressive lessons of order in variety and
fill his soul with their free gifts of beauty. To
him, as well as to the phiosophic poet,
the meanest flower that blows can give
Thoughts that too often lie too deep for tears
But, of all this pleasure within his reach, the
| average man, as far as the common school goes
is now deprived. Is this right2
DO not mistake my purpose in speaking
somewhat earnestly. Fellow teachers, this Is
/ HO Clillu plug lldl We are engaged We
must not treat it with indifference or GOODNESS
We must not fear to deal plainly and uncom.
| promisingly with false methods, however old
and however finely entrenched in the affections
of the people | would not be found among
chronic grumblers. No one rejOices more in
what has been done in education ,,and no one
hopes for more in the future. But let sus rem
der our schools more generous, more natural,
| more philosophical ere this epoch of investiga-
ton and reform passes,
The difference between the common school
of the north and that of the south is vast; be-
tween that ofthe south and none at all, as great
as between drought Of cold water to thirsty
soul and death; between that of the north as il
is and as it is to be-immeasurable
*For competeland acknowledgements of this
doctrine see Porters Human Intellect, D. a. TO- and
abridgement of the same, p. 81, g.
AN OLD FASHIONED MoTHEB.-Thank God.
some of us have an old fashioned mother NOT
woman Of the period, enameled and painted