24 THE POPULAR SCIENCE MONTHLY. 



and school hours. The pupil should he encouraged to observe on 

 his own account and without guidance, and report the results. It 

 is wonderful how much enthusiasm may be aroused in this way. 

 The spirit spreads to the home circle, and the school becomes a 

 quickening leaven to the whole community. 



Every class and every school should have its museum. Of all 

 kinds of mere hoarding, museum hoarding is the least objection- 

 able. But the class museum especially should be the receptacle 

 for objects that the pupils bring, thinking them especially suit- 

 able to illustrate certain points that have arisen. Sometimes the 

 students prove so enterprising that the teacher's knowledge is 

 severely taxed. But no teacher should be ashamed to admit 

 ignorance. He may assume the attitude of an investigator with 

 his pupils; indeed, that is the safest and healthiest way to put 

 the matter. He is then an example of what he would have his 

 pupils become. 



It would be well that every school should have a library of 

 books of reference on the subjects of science taught, and indeed 

 on all subjects. The Encyclopaedia Britannica is invaluable. 

 Such a use of books as a last resort to aid in settling doubtful 

 points is perfectly legitimate. 



If any subject can not be taught by the natural method, that 

 is sufficient to render it unsuitable for any particular class or 

 school. 



Physiology and hygiene are of great importance for medicine. 

 All liberally educated people should understand these subjects. 

 No graduate of a college should, in my opinion, obtain his degree 

 without giving evidence of a practical knowledge of the general 

 structure and functions of his own body. No doubt it would be 

 well for the great masses to know the laws of life, and the dan- 

 gers that beset them from mistakes and excesses. But physi- 

 ology is perhaps the most difficult of all sciences, certainly the 

 most difficult to teach well in schools. If it be not practical, 

 based on actual observation, it may prove worse than useless. 

 Book physiology is rubbish, utter rubbish. No doubt much 

 useful hygiene may be taught in a practical way, by example 

 rather than by precept ; but the attempt to teach scientific physi- 

 ology to very young pupils can, with few exceptions, end only 

 in failure, and probably in much confusion and misconception. 

 Physiology has been largely introduced into our schools. It 

 would be interesting to know how many of the teachers have 

 themselves a practical knowledge of the subject, and how many 

 of the pupils really understand what they commit to memory. 

 But all teachers, whether required to give instruction on this 

 subject or not, should have a sound, practical knowledge of it, 

 because of its great importance in school life. 



