THE SCIENTIFIC METHOD WITH CHILDREN. 59 



Miss Youmans would begin witli the leaf, on the assumption 

 that it is simpler than the flower, and in tracing its scientific rela- 

 tions deeper intellectual pleasure is received. 



The evolution of leaves into flowers is at the same time pro- 

 found and sublime, outside of children's experiences and beyond 

 their range of thought. Its teaching at the beginning results in 

 cramming, however perfectly it may satisfy the demands of a 

 philosophical but artificial system. Moreover, beginning with 

 roots, as so many systematic teachers have done, and following 

 with stem, leaves, flowers, and ending with fruits as the ultimate 

 work of the plant, although logical to adults, full of regular 

 sequences, and scientific from one standpoint, is unscientific from 

 another. Children do not start to work with plants in that way, 

 unless they are obliged to, but in a way diametrically opposite 

 attractive flowers and fruits first and unattractive roots last. It 

 is certainly natural, although it may be heathenish and show 

 their natural depravity for them to do so, but to scientific reform- 

 ers they furnish an extensive field for missionary work in improv- 

 ing on the imperfect works of the Creator. 



The uncertainty of where to begin and what to do in element- 

 ary science work during the last decade has resulted in much 

 experimentation on the part of superintendents of schools, who 

 are gradually feeling their way down to where the children are. 

 They have entered on the work with unbiased minds, and, while 

 laying no claims to scientific methods in conducting it, have 

 thrown upon the subject valuable side-lights, which, if summa- 

 rized and classified at a later day, will demonstrate what the s^ci- 

 entific method with children must have for a basis. 



In this work the scientific schools have played a very unimpor- 

 tant part. They are sending out graduates who do not know the 

 principles of education, who have had but little if any experience 

 with children in the schoolroom. Their efforts for a considerable 

 time are nugatory, to say the least, if not mischievous, and tend 

 to bring science work into disrepute and to make it seem impos- 

 sible to any but specialists. Not only do they grope around when 

 they attempt to teach the large classes inevitable in a city school, 

 but the professors themselves have but little if any advantage 

 when they "take hold." The methods and results of work in 

 scientific schools are wholly admirable in the fields which such 

 schools have thoroughly and honorably won ; but as yet their 

 methods have not been made suitable for different fields lower 

 down. The methods of cultivating the hill country are in many 

 respects unsuitable for the lowlands. The child's way of working 

 is, or should be, different from the adult's. Many instructive 

 illustrations of questionable methods may be given and added to 

 indefinitely. 



