The San Francisco call., 1898-04-24
Professor Brown on an Important Pedagogy
 ical Problem.
Defines the Ideal General Culture Course for Sec
 Ondary Schools.
Probability of a Scarcity of Teache rs Positions for University
 Graduates.

Professor Elmer E. Brown of the Uni versity of California concluded yester day morning at Berkeley a series of lec- lures on secondary Education" by sum marizing the problems of secondary edu- cation in this State. He said:
 Among the most important problems is the securing or more adequate support for nigh schools. This l think, can be done without any amendment to our existing State constltu- tion. California will never be leading state in the matter of secondary education until II reaches the stage reached by Massachusetts, where the establishment of secondary schools is not permissive but obligatory on communl- ties Of adequate size.
 The differentiation of secondary schools is also important problem and one that will need great attention before lt can be satls- faCtorily realized. Of stfil greater importance is the problem of making the high school moral force in the community. The period Of the child life during which his secondary education Is going on Is time when the most lasting moral impressions are formed. It is the time when skepticsm, religious. philo- sophical and scientific becomes strongest when the child comes to doubt things that had previously been considered settled. Principles are apt to become lax unless the pupils have strong, positive teachers to give them strong, positive assistance. This Is emlnently the period in which the children should be made to realize that principle should govern their ac- tlons and that dishonesty in every form should be stunned.
 Professor Brown summed up the re- suits of the investigation into the course of study in secondary schools as follows:
 Every adequate general culture course of secondary grade is. ipso facto, an adequate preparatory course for college.
 Every school. from the primary school to the college, should point something higher. Every school should be independent and at the same time dependent. Each has it's responsi- biiities, which cannot be shirked to another school. Every general culture course of study should introduce the student to the four great studies. history, mathematics, literature and science. in order 10 give him a chance to to what he is adapted.
 Instructor T. l.. Heaton who instituted q of do at the university chance to obtain prac- ucal experience in teaching in the public schools of Berkeley and Oakland. an nounced that the work had been very successful in spite of serious opposition that was at first made to it, The plan County schools. and the results he de- clared, have been most gratifying.
 Mrs. May l.. Cheney, appointment sec one hundred of the prospective gradu- ates of the university were eligible for positions as teachers, and explained how to apply for positions. She declared that on account of the bad year there will probably be more applicants than posi- tons. She urged all the prospective might be offered them. whether grammar or high school positions.
 MT. Heaton concluded the, work of the term with some brief remarks on science and scientific investigation He said:
 To the ordinary citizen or scholar science is not practical. The passengers on great At Istltlt tIt4Tl peielil pE Aue SclenCe embodied in the construction of the ship yet they know nothing Of the science. That is for the pilot and the engineer to know. Hence, it is errone- ous to suppose. as many do. that the study of chemistry in the schools is of more practical value than the study of literature This is not true. The teaching of science in the schools is valuable primarily a means of culture Laboratory work should teach a pupil to see accurately and draw conclusions. The method and habit of investigation. not the actual knowledge acquired Is the valuable thing to be gained from the study of science Laboratorles should be used to help the student to see and to understand nature