Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1894-08-18
Science Teaching.
An Address by Dr. Mlllspaush Science Teaching II
Elementary Schools Before tho Provo summer
School, on Tuesday, August i4th.


The most rcycfed Institutions Of relig
ion, economic theories OF time.honofcl
authority, social distinctions chose
claims have never been mentioned-all
these have felt the Decorating touch Of
the spirit OF the age, which Is neither
humble nor feycfcnt Even education,
whose evolution almost from time i'm
memorial had gone no further than to
modify in some degree the trivium and
quainvium Of the ancIcnts, IS sharing
In the universal change. The new era
IN science to which Blcon's doctrine OF
experiment gave rise was an epoch in
philosophic method, but lbs practical cf-
feet upon educational method was not
destined to be felt for many generations
Though here and there one arose TO
dispute the arrogant despo,i5m Of the
classics. and like the voice Of one cry.
Ing in the wilderness, proclaimed the
benefits Of scientific studies yet the
worship Of literary form aud classic
beauty continued almost supreme until
the present century indeed almost to
the present generation.
At that time. however, a change be-
gan In educational views which, Il not
as yet 80 universal, Is at least even
more revolutionary than that great 10.
iellcetual upheayal which iolIoWcd the
discovery Of the classic in the NJ.
teenih century, via; The Introduction
Of scientific study into our colleges
and universities. From the
moment the child first puts forth his
hand aud finds that one object Is hard
aud that another is soit, he IS a learner
Of the facts OF science. As he learns to
walk, every step he takes, every fall he
suffers, every blow he receives from
projecting table or chair increases his
knowledge Of the relations, which his
organism susiains TO matter apart from
Itself; that Is, his experiences have
added something to his little store Of
scientific truth. When, a lew months
later, he Is throwing objects INFO the
water that goes dancing past his door.
and sees that the stones fall quickly to
the bottom while the sticks aud grasses
arc borne away In the current, again he
observes a phenomena and probably
makes a deduction from them which
life time Of scientific study would not
modify.
Once more, look at tina, bare.iooted
urchin mounted high ON his ttlls and
confidently testing his skill IN the deep.
est mud-pOol question that child
wlo.c well constructed kite b piercing
the distant clouds; follow yondcr tardy
hcnuOl-boy whose passion for nest huli.
INK has made him truant from school.
You VIII probably find to your Ihagfin
that the htst not only knows but makes
Intelligent use OF the laws OF equihhu-
ton which you had forgotten, tn,t the
next piues your ignorance OF the dyua.
molca oil bouyancy; that the third Is
better authority In the ornithology of
his region than you who have read every
page OF Cones and Baird aud Huxley.
do not mean to say that these cmbfy.
onic scientists would make use Of the
terms which you would employed
these they probably never even heard
but there Is no doubt whatever that in
many cases the very children whom We
80 love TO patfonizc and awe with our
large sounding words, have a more
available knowledge Of the domestic
sciences than We ourselves who pose as
their teachers.
The plea OF the advocates OF science
teaching IN the common schools b. not,
then, plea for the introduction of any
innovation into the lie OF a child. they
merely urge that the natural yeafnings
OF the child be gtauhcu; that he be moi
compelled always TO gfope blndly altei
knowledge which Il is his malienabls
right to enjoy, that he no longer be re-
CURED to suffer because OF his n.
ability TO discover, unalded, the cor
relations OF the facts which he acquires
In a word, II Is urged that the teacher
and nature cooperate In that most sub
lime work Of either, the development %
a human soul into symmetry, bcaut,
and completeness.
Admitting, however, not only the
value OF science teaching, but also the
pupils Illness 10 receive II. some seTioui
questions must still be answered, HoN
san another subject so extensive as this
be crowded into our school course.
which already are oppressive with .theil
weight When the call iof lighter work
and less grind IN our schools IL so uni
Vefsal, Is u, IN all seriousness, proposed
TO iasten another burden upon the back.
Of our sinking childrenl or ii that ID
not contemplated, must we, 10 gtatii,
the vanity Of a few innuyatus, wltnrs,
the Punishment from our schools oI
arithmetic aud geography aud gram
mar studies which have satisfied the
needs OF our children Tor uunumbcfed
generations.
In reply to these excited but reason
able questions, permit me 10 say that I
Is not TO Increase, but to tighten tht
burdens Of our children that the stud,
OF science Is urged; IL is not with a yicN
TO the destruction OF existing subjects
that We advocate another, Do Is that tht
old may be given new lie, may
acquire new meaning, may Doe bruugh
into close harmony with tine nature %
the beings for whose use they are Ia
tended.
But ! would have YOU notice that th,
fundamental principle Of operation tJ
be employed DO the Introduction 90
science into common schools D. blset
ON the natural cougIltiOns existing be
tween Il and all the other studies Of IA,
curriculum To a very general disre
gard OF the Couclau1n5 which Mm.l
through and between ali the subjects
taught 30 our schools are chargtlut
very many OF the evils which aIaC
the elementary teaching ot today Nu
only arc the ordinary sChOu. studies
reading arilhcmgtiC, geography lnu lis
tory often taught ls d there were %,
common bond between them. ban 90,
same superficial view OF knowledge
which permits Jhs, leads also Go "a us
regard OF the relations ol these sub
ieCls to the conditions Of ordinary DO,
and experience. More thoughtful con
slderatOns, however make d plain tha