The Minneapolis journal. [volume] (Minneapolis, Minn.) 1888-1939, 1902-07-09

in geology In Cornell college last f;ll only
four had had any instruction outside the
schoolroom either in geography or in physi-
ography in public school or academy. Apart
from science studies, college course may
easily dim the eye and leave one a duller
observer Of things than at entrance. l once
asked DR.. Alexander Winchell II he found
his seniors good observers. Yes" he re-
piled, unless they have had too much Latin
and Greek" - sl -. :. .@.3 ~z T.. y
Science has an ethical value since it teaches
the limits and bounds of the solid fact. 1t
teaches fairness, emancipation from preju
dice and personal bias and a supreme love
Of the truth. Its god is the god of things
as they are. Its word Is not freedom, but
law. It, teaches the veracity, of the world,
and, it's discipline is therefore pre-emin entity
serious and sane. Because science is the
chief athletics Of the reasoning faculties 1T
must form the core of education. If the IN
derstanding is more? than the Imagination, If
truth is more than beauty, science must be
the central column of all education after
the reason has come in Its development to
surpass the faculties of earlier ripening. In
all decadent cultures the strain of weakness
is evident in that they make no provision for
the education of the reason by means Of the
study OF the physical environment Of man.
-" The Value of Museums.
At the" conclusion of President Nor
TOMS paper, Professor Oliver c. Earring
ton, curator of geology at the Field Co
lumbar Museum, Chicago, read a tine pa
seums," a. topic he is eminently qualified
to discuss. In his opening the speaker
called attention to the fact that all i'm
portant scientific museums in this country
had come into existence since 1866, and
most of them seince 1876 Continuing,
Professor harrington said in part:
In order that museums may become OF
educational value, their contents must be
studied. Three characteristics which such
study should have are declared to be definite
ness, diligence and delight. Definite work
should be assigned to pupils in order to OBJ
tain results of value. Besides elementary
nature study, studies in classification, adap-
tation and evolution can be conducted; illus
tration of the facts of geography and history
can be found; exercise In essay writing can
be gained. Teachers should not assign work
to be done at museums without first know
ing themselves just what the pupil is likely
to find there any more than they should teach
any other subject without studying it il
advance. ...
Promotion of healthy curiosity and means
to satisfy it are approved. No expense OF
pains should be spared to give the specimens
attractive settings. Ruskin says that ou
of the millions spent to give attractiveness
to folly we can afford to spare one to show
the honor in. which we hold instruction
Teachers everywhere testify to the grea
benefits obtained from museum study. The
child is convinced of the reality of things
by museum study as he, could not be by mere
book study. :,!~. -:
The Protection Microscope.
The fairyland of science was brought be-
fore the department by Professor A. H
Cole Of the Lake View high school, Chi
cago, who is also lecturer In the uni
versity extension work Of the University
of Chicago. Mr.. Coles paper treated Of
1.-The Projection Microscope, and It's Pos
sibilit1es and Value in Teaching Biology
The lecture was illustrated with practica
demon STATIONS and was of intense inter
est to those present. The speaker showed
that by means of his instrument thai
great variety Of vital phenomena and or
ganisms may be projected successfully
live animals show their forms and struc
ture, and motile species squirm, swim, Of
kick about on the screen, or are quieteC
|. BY partial Or complete .anasthesia.4 Many
transparent specimens show the contrac
ton of muscles, beating of the heart, cir.
culation Of the blood, and other vita
phenomena. Diatons and volvox are seer
III dCClOls the circulation Oh prOIOplaSm IL
plant cells may be shown; the effect o.
heat and cold on the evolution Of oxyge1
by a live. green plant is not hard to show
and is very. instructive and interesting. II
addition; chemical reactions and practical
| ly all ordinary microscopic objects may b.
projected on the screen.
The value of the projection microscope a
| an aid in teaching biology is no longer il
doubt. Experience proves that it awaken
and increases the students interest. Stu
dents prefers to draw from the SCREEN an
! , the teacher Is enabled to direct the draw
! ing land make better corrections on tn
1, finished work. The ease with which re
1 lated types may be studied from tn
screen makes broader students, and .ques
| lions: on, suoh types, develop accuracy O
| observation and good Judgment. By pre-
senting the same object to the eye o
| teacher and student at the same instant
| It, enables the teacher to attain more def
and in developing the thinking power o
| the student.
=: The last, paper presented before tn
| business session which closed the after
noon s. work was presented by Gilbert H
Grosvenor.. managing editor of the Ma
tional Geographic Magazine Of Washing
ton, D. G. In his paper, which was in
spring in it's outlook, the speaker spoke c
the international geographical congress t
held in Washington in 1904 under tn
auspices of the National Geographic So
ciety, outlining the work to be then re
ported on, and what there was in stor
for the society.