The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1873-01-30
science in our Common Schools.

" OSN---~--
Mr.. r..Huxly, of England, the celebrated lee
. turer on scientific subjects, urges the introduc-
ton of Science into common schools, OF which
the following is an epitome:
While he would not starve or cripple literary
culture for the sake of Science, yet contends
that boy or girl should not leave school with
out having been disciplined more or less In the
method of scientific study. Scientific study
demands that no scientific truth should be
taken for granted, but what each enquirer's mind
has proven to be fact; and the method OF
scientific study is then to draw deductions from
the facts proven. tits not that he would nave
every scholar to study Science altogether, SO as
to be able to solve any problem, but by being
made familiar with the general current of
scientific thought, he could be able to apply
that method to the practical circumstances in
which he nay be placed in after life. To do
this, it is only necessary that modicum OF
his time be applied to the study of Sciences, it
they be properly chosen, we'll arranged and
properly trained in them. He conceives the
proper course to begin with, is to teach them
the general views of the phenomena of Ma
ture; that is to say, general knowledge OF
the Earth and what is on it, in it and about it.
Geology, rather Physical Geography, comes
nearest expressing the name of what he means.
The experience of every one with children
is, that they are very early curious to know
something about everything they see around
them. They are generally curious to know
what is the moon, and why does it shine; what
is the water, and why does it run and where
does it run to; what is the wind, and where
does it come from; and many other and very
often stumping questions. If not snubbed and
told to hush asking foolish questions, there is
scarcely any limit to the intellectual cravings
of young child, nor any bound to the slow
but solid accretion of knowledge and develop
ment of the thinking faculty in this way. A
panoramic view of Nature, accompanied by
strong infusion of the scientific habit of
thought, may thus be placed within the reach
of every child of eight OF ten.
After this preliminary opening of the eyes
to the great spectacle of Nature, and the child
be taught reading, writing and elementary
mathematics, he should then pass into what is,
in the mcre strict sense, Physical Science
There are two kinds of Physical Science. The
one regards form and the relation of forms to
one another. Of this kind is systematic Bota-
| nv The ether deals with causes and effects
which Mr.. Huxly denominates Physics Every
educational advantage which training in
Physical Science can give is obtainable from
the proper study of these two; and thinks it
would be one of the greatest boons that could
be conferred on any country if these two studies
could. be taught to all children; but would be
| pleased if there could be added somewhat of
Chemistry. and an elementary acquaintance
with human Physiology. These would make
an excellent introduction to the scientific train
ing which is so essential for the successful pur-
suit of our most important professions. But
this mod;ccm of instruction must be so given
as to bring the learner in direct contact with
facts, by object lessons and practicing the in
tellect in the completest form of instruction.
To tell child such q thing is fact won't do (;
he must be made to see, by the use of his own
intellect, that the thing is so, and not other
wise.
Mathematics. and the Languages are both
deductives They start upon authority. A
few simple, self-evident propositions are given,
and the rest of the work consists of subtle de-
ductions from them. The teaching of the
Languages is of the same general nature. Au-
thority and tradition furnish the data, and the
mental operations of the scholar are deductive
History is the same-the facts are still taken
on the evidence of tradition aud authority
You cannot make boy see the battle of Their
mopyle for himself, or know of his own knowl-
edge that Gen. Washington was President OF
the United States.
In all these respects Science differs from other
educational discipline, and prepares the scholar
for common life. But to make scientific train
ing yield its most eminent results, it must be
conducted by object lessons; that is, in teach
ing Botany, he must handle the plants and
dissect the flower for himself. In teaching
PHYSICS and Chemistry, he must not only be
told that a magnet attracts iron, but let him
feel the pull of one upon the other; and tell
him he must doubt every statement OF scien-
tifc fact in book until he is compelled by the
absolute authority of Nature to believe. Pur-
sue this discipline carefully, and however scan
tv NAV be the modcum of information instilled
into his mind you may be sure you have
created an intellectual habit of thought OF
priceless value in practical life.
Mr.. Huxly thinks this education should be-
gin with child's first dawn of intelligence.
As soon as child can talk its mind may be
enlarged by object lessons of things around it.
However, no educational system ought to
deserve pcrmanence unless it recognizes the
truth that education has two great ends to
| - L.. x,...st ho cuhorGli ted