The Vermont watchman. [volume] (Montpelier, Vt.) 1883-1911, 1890-10-08
Natural Science in the Com
mon Schools.

mon SCHOOLS.
Mr.. Editor 1T would seem obvious
to any one that children brought up in
the country and surrounded by the
sights and sounds of nature should
acquire some knowledge of natural sci
ence. The farmer of the future must
have such knowledge, in order to attain
success in his calling, and nothing edu-
Gates the perceptive faculties like the
study of nature. Many children do
not get beyond the common school, and
all the education they get must be
acquired there. On every account,
childhood is the best time to study ma
ture; yet our common school system
makes no provision for the study of
natural science. Is there not a way
in which the study of the animals and
plants about us can be taken up in our
common schools without crowding out
any other necessary study?
Two methods of elementary science
teaching are in popular use at the pres
ent time: Q) supplementary reading,
and (2) oral teaching with object
lessons. Unless one is familiar with
the subject, he can have no idea of
the large place which supplementary
reading holds in modern systems of
education. Its value is great, and the
people of Vermont ought to become in
terested in it. Perhaps l can not do
better than to digress little in order
to call the readers attention to this
matter. Suppose child is studying
the early history of our country, he
will obtain vivid and clear view of
this period if he supplements his his
tory lessons by the reading of such
books as "The Boston Tea Party"
"Stories of American History" The
Story of our Country" and "Noble
Deeds of our Fathers" Oee & Shep-
ard). Pilgrim and Puritan" is
another similar work, with beautiful
illustrations, maps and clear descrip-
tons. 1t is issued by CHM 81 Co.,
Boston, whose " Classics for Children "
are very popular. Think of the writ
ings of such men as Irving, Ruskin,
Scott, Kingsley, Lamb and the like,
carefully selected and edited for chill
dren, well printed on good paper and
strongly bound, yet sold so low that al
most any boy or girl can procure them,
or take Lee q Shepard's g Seven Little
Sisters" Young Peoples History of
England" -" The Flower People and
" Natural History for Little Folks " in
six volumes, as good examples of sup
Elementary reading. Far too many of
our farmers homes lack books, and es-
pecially books well suited to children.
These supplementary reading books
have great educational value and
would do vast amount of good if they
could be used here in Vermont as they
are in other states.
But it is to supplementary readers in
science that | wish especially to call at
tention. Scholars usually read twice a
day, and the highest reading-book is
often finished by pupils of eleven or
twelve. Now if science reader could
be used one-half or one-fourth the time
in place of the regular reading book
the child could be learning natural sci
ence while learning to read. This is
one secret of the popularity of supple
mentary books. Geography and his
tory and science are put into a story
form and the child learns unconsciously
as he goes on with his reading. Why
can not science thus be taught in our
common schools? Two series of books
seem specially adapted TO this work.
One is by the late Rev. j. G.. Wood,
and consists of six readers, carefully
graded, called - Natural History Read
ers " Boston Supply Coz. The other
is Mature Readers" 'Seaside and
Wayside," by Julia McNair Wright.
Cd. G. Heath e. Coz. The latter in
clude plants, and there are only three
books in the series. 1t would be hard
to decide which series is best, each
with
Woods Readers, a Broader in Botany
would be necessary. Little Flower
People " would be suitable for the lit
tie ones, "A Reader in Botany" for
those older. Both issued by CHM & Co.
Before supplementary reading can be in.
troduced into our schools the law will
| think, have to be amended, for, as il
now stands, science readers are shut
out. Can Vermont afford to prohibit
what other states are so widely adopt.
ing? The cost of the two books would
be an obstacle in the minds of some
but to any one who knows the value
and power of education, this would be
of no weight; and when this state adj
vances to that point in educationa
methods where she sees the need OF
providing free textbooks as well as
free schools, one burden will be lifted
from the shoulders of Vermont parents.
One of the greatest educational needs OF
this state is trained teachers. A young
man or woman-a boy or girl l might
almost have said-with fair or goot
education desires to earn some money
So they take up teaching for little
: while simply as transient occupation
There is good reason for this. Nc
, young man or woman can afford tC
make a very extended or expensive
preparation to teach for the average
wages paid here in Vermont. We
z shall take long step in advance WheI