The Monitor-register., 1897-05-28
TWO IMPORTANT EDUCA-
TIONAL NEEDS.
The Teaching Of Natural Science in
the Public Schools.
THE TEACHING OF HORTICULTURE AND
AGRICULTURE IN THE PUBLIC SCHOOLS
THROUGH THE MEDIUM OF NATURAL
SCIENCE,

tions; of uncivilized nations it is the
bulwark, for with them ignorance is bliss,
and safe are the rulers when fortified by
superstitions based upon ignorance. The
nation that possesses the advantages of
Christianity Is the nation of civilization,
knowledge and power; the nation that
does not possess the same advantages is
the nation of mobilization. ignorance
and weakness.
Why, then. should we class ourselves
with the savage, the barbarian, the pagan
and the il fidel; instead, why not throw
| off these shackles of the devil-ignorance,
and regale ourselves with the only true
knowledge in existence-tbat of science?
We might just as we'll step back to the
barbaric ages, for we are not much more
progressed now than we were then, as far
as the teaching of natural science in the
public schools is concerned, whether
they be primary, grammar. or high
schools.
All forms of science should be taught,
and we find already installed in the cur
riculum of u public schools. physics,
chemistry, physiology; and a burlesque
onIbotany is also taught, and of which l
shall speak in a later issue of the NOM
ToR-REe1sTER. This method of teach
ing botany is not confined tosWoodstown
schools, but instead, it is taught in that
manner all over the country. The first
three subjects mentioned above are, of
course, natural sciences, but the fourth
subject, that of botany, is a representative
of the sciences that are known generally
as natural sciences; that of botany, zoolo
gy, entomology and geology. And to these
latter forms of natural science We look
for the elevation Of the pupils mind above
the ordinary school life.
Of course, a public school is only ex-
pected to teach elementary work in any
form of science, and NJ more can ad-
vanced work be given in public schools
of tho natural sciences than it can of the
other sciences, and of the other sciences
no advanced work is given or should be.
These natural sciences are also known
as natural history, and to the science
that are known as such we look to for
the elevation of the school boy Or girl.
Therefore, with the fact settled in the
readers mind, that the writing of this
article deals with absolute natural science
or natural history, l proceed.
A school is the kindergarten of q per-
sons life, and there his opinions are
formed for after-life work from tie
teaching of the subjects given there. A
public school can only expect to awaken
a pupils mind whether it is adapted to
science or whether it is not; and how,
may l ask, can a mind be awakened to
any fact unless it has some incentive to
awaken it? Comparatively very few
pupils aver enter advanced study after
leaving public schools. and why, then,
should a pupils mind be crammed with
some studies that are unnecessary as far
as her or his after life is concerned
Why not supersede soma of this work
with a subject that is so broad that 1t
covers the entire earth; that is found in
the door-yard, on the street, in the field,
everywhere is this unapproachable study
found.
Where is the pupil who does not care
for some of tho wonderful workings of
nature? Where is the boy who has not
made his bird-egg, stone, or bark collec
ton? Where is the girl who has not
pressed and preserved a few wild flowers
in the leaves of the old school book ?
Where is the boy who has not roamed
the fields in quest of snakes, turtles,
bulifrogs and other natural objects ?
Why is all this done? Is it merely for
amusement or for the information that
the boy or girl has such a strong attrac.
ton to nature? Sometimes it may be for
amusement, but one would be safe in
saying that nine times out of every ten.
those who do SO have q love for the object
that they are pursuing, or else 1t would
never have been done by them.
How many of the thousands of pupils
who attend public schools and who make
these collections of natural objects, and
who, if they were taught to do the work
In q systematic way and understood why
they made these collections, would be
thankful in after life, when school books
were thrown aside and the great school
book of nature lay be fore them, if they
could say-Years ago at school l received
my first training in nature. study; now
that l am older 1 can perceive the inoal
culable benefit it has done mellow it
has shown me that living for business
and money-making is not all, but there
is a higher sphere where I can look for
knowledge and recreation, and that
sphere is nature.
Why, then, may I ask again, should
pupils receive training in school that
will not train them for after life. For
some of the studies received there may
be classed in that light. With the very
small percentage that attend higher in.
situations Of education, why is it not
reasonable to say that the pupil as he
graduates from a public school is better
fitted for the years to come had he stud
led natural science, than if he had
neglected it, through the agency of the
teachers and boards of education?
Some will say when this is read that
every one does not care for nature. l
reply that absolutely every living person
cares for nature in some way. Show me
the hustling city person who does not
care for the green fields of the country.
or the bustling business man who does
not enjoy the sight of a blooming orchard,
or the waving field of grain, or the pine
covered mountain; or the child who does
not love the ''babbling brook in the
shady nook by the dell" 1 do not be-
lieve a person can be named who does
not care for nature in some way. Who
does not love some of natures VARYING
moodsP When the mighty waves dash
in thuDderous tones upon the shore, when
the winds whisper through the leafy
trees at night and sing the sleeper to
rest, when the insects drowsy hum is
heard over the clover blossoms on a
summer afternoon in the shady orchard;
who is it that will say that nature is
nothing, and who is it that wouldn't like
to study about this great nature +?
Where is the man g. busy that he
would not like to know the wonderful
life of the butterfly, or the marvellous
construction of the dainty clover bios.