Arizona republican., 1900-12-19

teaching requires at the present time, it is that students of science shall not be taught by the text books"
 Dr. Jordan, says: Information learned by heart is never vital"
 In nature study this principle is em- phasized: that the best source of real knowledge Of a thing Is the thing itself This principle is a vital one and it is safe to say that knowledge of objects that does not grow out of real exper- fence with objects Is almost, if not wholly. worthless. There is plenty of time for nature study in public schools. We must recognize that in education, depth is more important than breadth; accuracy of knowledge is not the aim, but accuracy by such methods as Will make the boy or girl able to learn for themselves. Recognizing this fact we can well afford, to drop out of our course many things which are foreign almost wholly to the child and substi- ute science work.
 MT. Breeze then summed up the re- suits of nature study work: Nature study work is a means of assisting the child to read better to compose better. to calculate better, to be a better thinker. a more law-abiding citizen, a more useful factor Of society and spirit more closely in touch with the Divine. A writer has mentioned the following as results of nature study:
 l. Immediate help in language work.
 ?. Personal observation.
 3. Scientific reasoning.
 1. Utility of knowledge of physical environment that will help one in his fight for an existence.
 Mir. Breeze suggested as the best way to introduce nature study into the school is by teaching geography scien- tifically. It is foolish to tell boy that there are SO many grains in an ounce, when he can find out with the aid of scales for himself. So in geography it is unscisntifc to study longitude summer and winter, etc, from books or teacher.
 Prof. Breeze further stated that com- merciaI geography could be studied in this practical way; for instance. no ticing where a wagon is manufactured. Where sack Of salt. or, in fact. any commercial product is produced or manufactured. In this kind of acquisi- ton there is more interest and goCd ito pupil than if the same facts were gained from books. However. books are a good thing to use in rounding out subject.
 DIVERSITY OF VIEWS.
 Miss Ruth Opdyke followed in a short discussion on this subject, her principal statement being that nature is somewhat of a fact and that she had failed to find proper material and a good book as guide.
 MT Woodward tlcp suggested as a good book for a guide text book Systematic Science Teaching" by Howe.
 Nessrs. Fulton, Creager and Bloome each spoke a few words on the subject. Prof. Bloome gave his views in such q clear, concise way as to elic!- hearty applause.
 Prof. Fulton closed the discussion by remark!ng that as yet no definite con- clusioa had been reached as to the value Of nature study work, and that it would probably lead to some definite end before the close of the institute.
 After a recess of ten minutes Prof. w. B. Creager read a paper on De partmental Work vs Grade Work in the Grammar Schools" The paper was extensive and displayed much thought and reason. He took a strong stand for the departmental work side.
 The reading of the paper was follow ed by a warm discussion, so warm in fact, that it clearly showed the en- thusiasm and interest the teachers are taking in the institute.
 & NJ. Woodward said thsre was danger in the departmental method in that teachers would devO-e too much time to one study.
 Prof. Adams Of the university argued for the method and said the disadvdn- tage of 1t was to the teacher rather han to the pupil.
 Prof. Creager said the fault lay in the teacher and supervision and not in the system. If there. is a poor teacher in the school of grade work forty or fifty pupils must suffer the entire year. While in the Departmental system they must suffer but One-third or One-fOurth the poorness of a teacher.
 ". J. Anderson said it had bsen his experience that teacher good in arith- netic was good in language, or that a teacher good in one branch is good in other branches.
 ONE OR MORE TEACHERS.
 w. S. Varnum argued that depart mental method would supersede the graded system as surely as did the graded system that of the ungraded system Of thirty years ago. He said graded teachers are more expert today than they were when he was a boy, when in the backwoods of Michigan a schoolteacher spent more time in mall- ing wedding dresses than in teaching his young ideas to shoot.
 MT. Breeze spoke of the disadvan- tage of having but one teacher; tha, the pupil would initiate one, become individually narrowed to one person; that it is well to have variety, and that children tire of one person.
 Miss Post, of Yuma, responded that a child would become no less tired of a good teacher than of its mother.
 Prof 'nnr71a said ti1eir was danger