Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1895-12-07

action OF forces 10 An8 hhls
worse, In other words the study
Of this problem Ia the study Of
nature. Tho person who understands
something about the fertilization oil
seeds has gone that far toward a
knowledge Of the great fret cause.
Accordingly nature study reoOmmt nda
iitelf strongly 10 teacher a. a means VI
supplying tho pupil with the beet
Kind Of knowledge. Tha facts are
easy 10 present. they appeal strongly 10
the mind OF the learner, aud because
they 20 readily arrange themselves Ia
connected series, they afford the best
possible exercise for tho appsfoentiva
and co-otdinating iaoultiss. Toe
general recognition Of the a..
ness OF nature studies for mipd
development has led TO = move.
ment 10 Is av0r that has been Sig.
matizo1 40 a Gfazs, fad and - form
by those who either did not appreciate
the value n the atady or who thought
II was huing followed to extfomoi.
There seems 10 me little dsuger Of too
much nature study, hut there Ia great
danger Of zoo narrow nature study,
under tbs guidance OF those who per.
hops clearly appreClating the import.
auCo and educstlve bearing Of the auh.
loot still fall 10 grasp Ito great breadth.
By these teachers the child IL kept 10
absolute ignorance Of very large part
Of nature aud OF a part Indispensable 20
that unity of thought which 10 90
ncoltsaTy 10 real mind growth, until
the formative period IA quite past.
mean the laws oi the intera6iisn Of
force and matter. Are the facts OF
phyaica lees part ~ nature than these
Of botany or zoology IL capllarity
lesa natural than the blossom which
draws ia noutishmunt by virtue Of
that lhW2 is the law Of gtavilation less
natural than the apple whose fall sug.
gestedI II? Certainly not. Nor can 10 b.
oOniVniei thai that 10 true nature
study that leaves these things ont.
Thiuk what n gap exists In tho educa-
ton OF one Ignorant OF the facts of cleo
triciiy and magnetism, Of acconslius
or Of Opiica. WHAT can you teach OF
me'eOtology b one Ignorant OF the
laws oi atmotphttio pressure and the
clAsuciiy Of gaseous expansion under
Tbs iunusnct VI hsat, % say nothing %
surface tension in liquids, capllarity,
electric tension anu the thousand
other aauuols OF force that present
themselves 10 tho student OF tee
weather? What can tue facts OF the
tides mean 10 ono who does not know
tue law Of gfavllAii0L? But liause.
iolB 10 multiply instance; lheho thines
ATE a necessary anu integral part Of
truth; lhey cannot be omitted without
destroying that Integrity. Thoy tfetent
ALEC particular advantage for cor.
tain nhasra Of mind development Ia |
tho fact that they admit from tho frat
exact logical deduction and that "a.
tufe aludy from which those have |
been omitted lacks altogether. pby.
tlca and chemistry are the phyelology |
OF tho universe, the facts Of botany,
z}ol1gy aud astronomy AZ pfeseutoi /
by too many teachers, constitute only |
Its Anatomy auu give no conception Of /
causes ami inisrrelsiious, afford no or. .
potluniiy for high order OF thought /
anu produce no development OF lnU /
highest m0ntal faculties. 1 would /
rank nature study ns tho hightat Of ali |
means Tor the Development 1 have |
tfied 20 outline, but I would have il ur.
lutosiudy with soul In, study lhAils
the learner tO reason in terms OF force
and that Leaves him able TO anAlyzs a
steam engine A. we'll az a violet,
i fear the Illustration 1 used when [
mat began 10 speak Of the lmpoTthncs
Of knowledge may have conveyed the
Impression that believe It n taft of
tho educators work 10 furnish tho
learner with knowledge for the mac.
tloal Adaits OF life, 40 called, 10 tuuip
the teacher, doctor and lawyer Win
Information ior use In business. hui 4
have not meant TO advocate sueb "A
view. That IL no part Of tho aim Of
mo teaohur during the formative pef.
od when growth IA the ohisf
business Of tho Organism, which
period ought 10 extend sOmr
lime beyond the grade school. Itbas
'ltsady been tsid that the ability 10
meet contingencies with \ fund OF
knowledge 30 organized rs readily
mite with tue special facts OF each
'ate Ia n growth, II IL called experience
ma IL continually progressing iuds.
pendent and outside OF every effort of
no educator. The child has his LII
iuilau world Of practical afnIs. He
neots its fifst difficulties totally unprr.
JARED Tor them aud must learn 20 over.
some Them from The very beginning.
,nt he encounters each new cofnbina,
ion OF the external forces with a
hrGer sud beltor organized stock Of
knowledge and this continues 10
row iii near the end OF HE dis.
utegrntion begins. In general
knowledge IL added TO this store with
Iuch APPRECIATION Of IT. application 10
,oHsible changes OF environment A
makes II practical knowledge only
hen acquired under the pressure OF
iltcumstnneea which reveal the need
y H. This II IL which would reader
utlIs any EFFORT OF the educator 10
ully Inform his pupil In practical
'hair. The preparation for business
more properly beglns In the secondary
'ohoois, colleges " technical schools
nd even hsio tue aimlliialhsiliolfofm !,
he student for his work than TO inform
aim Tor It. The teacher. the
Ieotot aud the lawyer after
their courses In psdA.
,ogy, machine aud law and praotio. +,
hg under guidance In the trainIng :
chool, the hospital and the couTi
must slill gel their highest proiesslonnI
roWlh In the actual, independent q
'ractice OF their professions. Ills /
ain then 70 expect pupils 10 have a /
over school fully prepared for the
mop or the office. IL IN not, however.
eoau8o II 10 intrlnaiCRlly wrong thai
he teacher Tepudiatca practical in.
No an end, but because
nOWledge acquired out OF CONTACT =
I'm the surroundings In which II Ia
Do ustd Ia not readily applied
M because II Ia not consistent
.iIh tho higher aim OF mind
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