The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1885-03-09
PLY Sizes IN INDIANA.

|
In answer to a series of questions addressed
| by the Commissioner of Education to the
teachers of physics in the principal normal
secondary and collegiate schools of the United
States as to the best methods of teaching this
branch, principal T. L. Sewall of the Indian
apolis Classical School, advises that not less
than one hundred hours should be given to
physics in the third or fourth year of high
school course. The work, he says, should be
inductive; with laboratory work, both with
and without textbook. A knowledge of arith-
metic, plane geometry and algebraic equations
should be assumed. He thinks physics should
be prescribed study in the first year of a col
lege course. Mr.. John A. Steele Of the Central
Normal College of Indiana, thinks that the
fundamental principles of natural philosophy
should be taught expermentally in the
higher grades of grammar schools that
half an hour day should be given
in the third or fourth high-school
year. AS to the prevailing character of the
high-school work, Mr.. Steele says: ''To create
an enthusiastic love for honest industry and
investigation, should be the character Of the
high school work; both inductive and deduct
ive-the former taking the lead; for informa
ton and discipline; with laboratory work
Do not teach text books; use them as diction-
aries; teach subjects; use books as aids.
Mathematics ought to accompany physics,
but, to begin with, very little mathematical
knowledge should be assumed. Pupils ought
to construct nearly all apparatus. Expensive
ness implies completely and mystifcation.'
The views above quoted are from Circular No
Z, 1884, of the Bureau of Education reports, a
pamphlet of $50 pages, edited by Professor
Chas. E. Mead of the University Of Michigan,
and devoted entirely to the aims and methods
of the teaching of physics,
The circular is similar in scope to that of
No. 6, 1880, edited by Prof. F, w. Clarke, of
the University of Cincinnati, and which was
fully reported in the Journal at the time, clio
iting much inquiry and comment from teach
ers throughout the State. Prof. Clarke
thought there was not sufficient cooperation
between the colleges and highschools, 'the
colleges repeating the work of the high schools
and academies, giving almost exactly the
same courses of elementary recitations in
chemistry and physics, from the same text
books, and with the same class experiments. y
1t is apparent enough that the same CO.
operation which has so long prevailed in the
teaching of Latin, Greek and mathematics be-
tween the high and preparatory schools on one
hand and the colleges and universities on the
other should exist in the instruction in chemist
ry and physics. These deal with the matterand
forces with which the modern world is now
concerning itself, and in both lower schools
and colleges are standing equal with or taking
precedence of the ancient or classical education
The Journal does not look on the igh-schools
as preparedness to the colleges They are to
prepare boys and girls for getting bread and
butter, and for getting it ''more abundantly."
Indiana has twenty ght colleges of all grades,
and variously endowed. Six OF eight Of these
are of about '.irst rank among Western
schools. Three are supported by the State, and,
at present, only meanly and gingerly sup
ported. These colleges instruct about three
| thousand students of all grades. The high
schools, public and private, Of Indiana are up
ward Of two hundred in number, and instruct
perhaps ten thousand youth. Their courses
| should not be arranged as preparatory to the
| colleges, for that implies too much of Latin
and Greek, modern languages and
mathematics for the great mass of
| Students who do not go to college.
| What the high-schools need are thorough
courses in English and in natural science,
especially chemistry and natural philosophy,
with classes in accounts and commercial
arithmetic. Let the colleges adapt them
selves to the high-schools for these reflect
more closely than the colleges the demands of
| the people and the need of the times. II the
high-schools kick out of the traces and be-
come finishing schools, or preparatory to
colleges as these are now organized, they will
lose their grip on the people, who need and
want practical education, and will stand in
the ranks with the three State institutions,
begging Of the taxpayers for an existence.
OF course, there is nothing more practical
| than thought; but we believe as good thinking