The times dispatch. [volume] (Richmond, Va.) 1903-1914, 1907-01-20
THE LEE CONTEST.
The result of the Lee
contest is announced and
the prize papers on the life
of Lee printed in the Lee
Section.

to manufacturing industries gives II great
fascination for large number OF pupils.
and this natural interest should be seized
upon to attract and hold tho attention
of tho pupils to the scientific principles
underlying such application, thus giving
them an insight into the general char
acter OF the laws of nature.
The biological sciences, OF course, are
not subject to as definite mechanical
laws MS are the sciences of physics and
chemistry. Nevertheless, general prln-
ciDles may be made evident in biological
studies without introducing complexities
that would defeat tho end in view. The
study of typical plants and animals with
reference to their development and ply
siology will prove n most fascinating
study In the hands of good teacher.
Go not value highly at this stage of
educational advancement a study OF the
systematic botany or zoology I would
rather stress the study of life histories
and the principal function OF n few
typical plants and animals, without any
special consideration of their relations
in system OF classification. The main
point will be to bring out clearly the
idea that all plants and all animals are
subject in their development and life to
great fundamental controlling laws that
determine the conditions OF their exist
ence. The characteristic properties OF
all living things may be studied without
bringing in unnecessarily complicated
terms or complex applications
In the study OF great science, like
biology, one must be conteflt TO make
haste slowly" l believe that here also
1t will be found far wiser to take for
study things that occur about us In our
everyday life, SO that the pupil Will be
led more readily to understand that In
the study of this science we are not
dealing with something afar off, to be
represented by specimens from n great
distance or from some strange land, but
that we are dealing with the phenomena
and the growth OF every blade of grass
or every grain OF corn or wheat, with
the simplest animal life familiar to the
child and with the relations of these
things to the surrounding conditions in
which they live and thrive, or to their
environment.
1t is not my idea or the purpose o.
this paper to suggest in any detail what
ever the methods of instruction III any
of the sciences named other than in tho
most general terms. After all, such sug-
gestions would. only be an indication Gs
Individual experience or preference. Tho
well-trained -teacher-and none other
than the well-trained teacher should un-
dertake to take any of tho subjects named
will NATURALLY adapt himself to the par
ticular conditions under which lie works,
and will from the material at hand evolve
a method of instruction best adapted to
the utilization of such materials One
general idea must, however. be stressed
as much as possible, and that is that no
mere book study of any OF the sciences
named will have any educational value
that is worth while.
Unless the teacher is in a position TO
make the study OF the subjects real by
proper laboratory work in which the
students participate, it would be better
TO omit the study of one or all OF these
subjects and substitute for them some
other subjects that can be presented in
q way most calculated to bring about
the development desired. In making
plans for the conduct of science teach
ing 1t should always be borne in mind
that the science teacher must have re-
latively more free time in which to
prepare for the successful carrying out of
his Institutional work than is the case
with the teacher of other subjects. For
this reason the number of required hours
for lecture or laboratory should be fewer
for the science teacher than for the
teacher of mathmetics or the languages
or other subjects Of the high school cur
riculum. Given reasonably good opportu
mites as to the necessary time and
IdNIiitltS, Will u l'LifIy trained leacner
imbued with the true scientific spirit,
there is no doubt whatever that this
study of science in the high school will
prove of the greatest possible educational
value. 1t is to be hoped that all edu-
cational workers may so stress the i'm
portance of good teaching of scientific
subjects that the school authorities will
be willing TO make provision for some
good instruction even though it cost more.
as 1t probably will, to secure a suitable
instructor in any of the older subjects.
In conclusion, do not hope that there
Is in the remarks above made any special
novel contribution to the subject in hand
1t has been my desire to simply call
attention anew to some well known facts
and principles in scientific teaching with
the idea Of stimulating a discussion Of
tho subject or at least, a more serious
consideration of the claims on science
in the high schools.