22 THE POPULAR SCIENCE MONTHLY. 



literature can not afford to dispense with the early training of the 

 senses. 



Having thus cleared the way and erected a platform on which 

 to stand, or, in other words, supplied some tests for all educational 

 methods, the subject of science in schools may be discussed, I hope, 

 intelligently, without dwelling on the subject at great length. As 

 before indicated, the principal questions in regard to science in 

 schools are : When ? What ? How ? How much ? 



When ? As the first step in the knowledge of any branch of 

 science is the gathering of sensory impressions or the noting of 

 phenomena, you will at once infer my answer to this question, 

 which is, as soon as the child begins school life. Of course, then 

 and for some time after, little more can be done than to teach the 

 learner to use its senses and to gather and compare sensory im- 

 pressions, notably but not exclusively those of vision. This must 

 be continued all through the educational career of the child, for 

 we must ever learn in this way ; and the exigencies of practical 

 life constantly demand just such use of our eyes, ears, and hands 

 as is implied in the correct method of studying science. 



What ? The course of studies proper for school life is a peren- 

 nial theme of teachers' conventions. But is it not clear that the 

 same end may be attained in many different ways ? I do not see 

 that any absolutely rigid course of studies should ever be mapped 

 out, for the simple reason that the whole environment of the child 

 must be taken into account — all the circumstances of the case. 

 Always the most important factor in this environment is the 

 teacher himself. 



It is doubtful whether it would be wise to attempt to teach to 

 very young children, with the preparation that most teachers can 

 bring to the work, any branch of science as such ; but there is no 

 reason why the school life should not be full of object-lessons. 

 But I mean real object-lessons on those things that have a prac- 

 tical bearing. We accomplish the purpose of education just as 

 well by reference to real e very-day life as to objects in which chil- 

 dren can have no interest out of school, and which do not and will 

 not make any part of their real world. 



At a later age it becomes necessary to decide between, say, 

 botany, zoology, physics, and chemistry. But, before referring to 

 these, allow me to put in a plea for a sensible method of teaching 

 geography. It is well to bear in mind that geography really is 

 a science, though what it is in many schools it would be hard 

 to designate by any name. This I do know: it is often very 

 wretched stuff. 



Why not introduce a child to geography by taking him into 

 the school-yard or its neighborhood, and there, after rain, making 

 mimic lakes, bays, rivers, etc., or availing of those already made ? 



