58 THE POPULAR SCIENCE MONTHLY. 



based on the assumption that the known is simple rather than 

 complex, is in parts rather than in wholes, and that the child's 

 knowledge must of necessity be built up constructively or syn- 

 thetically. There is some truth in this interpretation, but, fol- 

 lowed out with children as far as we too often see it, it involves 

 difficulties and errors of considerable magnitude. In this case, as 

 in others, excessive generalization is dangerous. 



Children's natural sequences are from wholes to parts, from 

 the complex to the simple, from the superficial to what lies under- 

 neath, from the indefinitely known to the more definitely known, 

 and the mental processes involved are analytical, especially in the 

 early part of their school days. In this case, also, excessive gen- 

 eralization is dangerous. Undoubtedly, children acquire some 

 knowledge synthetically, and as they approach adult life their 

 powers of analysis and synthesis are increased by more frequent 

 use, and no system or method that is excessive in either direction 

 can be rightfully called scientific. 



There is a time appropriate for working toward the profound 

 and the sublime, but the start is fraught with danger. No 

 method of teaching whose beginning is not definitely known can 

 be called thoroughly scientific. So far as it fails to interest chil- 

 dren, to make them use their own senses in the best manner, to 

 make them think best in their own way, and to develop them 

 best by means of their own activities, so far it fails to be sci- 

 entific. If it succeeds only by reason of the teacher's great 

 knowledge of the materials to be studied in a special line of 

 work, or his "magnetism" or holding power, rather than by 

 reason of the natural attractiveness of the things studied and 

 the unobtrusive but skillful directive power of the teacher, it is 

 unscientific. If it does not start independent motive powers, it is 

 unscientific. The magnet seems to infuse life into iron filings, 

 when placed near them, but when it is withdrawn they lie inert. 

 Agassiz's method, as carried out by him, started many independ- 

 ent motive powers which are now vigorously at work throughout 

 our land. 



Among educational experts there is a difference of opinion as 

 to where the best starting point is in teaching children element- 

 ary science. Dr. Mary P. Jacobi would use the flower in begin- 

 ning to teach children botany, because it is the most attractive, 

 makes the largest impression upon the senses, is easy of appre- 

 hension, and leads to the appreciation of specific differences. 

 These are valid reasons, and might consistently be held by all 

 who believe in that natural mode of working which embodies 

 what the child likes, as clearly indicated by the history of the 

 race, and what will develop his faculties in the happiest and most 

 effective manner, such a mode as gave us Agassiz and Darwin. 



