NATURAL OR SCIENTIFIC METHOD IN EDUCATION. 25 



There is no science which does not permit of simple experi- 

 ments that may be introduced into any school. The pupils will 

 delight in these, and they will prove a source of strength, pleas- 

 ure, and inspiration. I am not, of course, to be understood as 

 claiming that every fact that a child shall take cognizance of 

 shall be gained through observation and experiment ; but this is 

 the ideal, and the nearer it is approached the better. 



I again repeat that it is not the extent of ground covered, but 

 the method, that is important. Let us not over-examine our pupils. 

 How much in education is sacrificed to examination ! 



It has often occurred to me that if, in all schools, large and 

 small, there was a certain portion of the time of each week set 

 apart for the development of the general intelligence and moral 

 life of the pupils in such way as the teacher saw fit, irrespective 

 of any rigid course or time-table, it would be well. It should not 

 be difficult to devise safeguards against the abuse of this by un- 

 worthy teachers. Readings, talks, short lectures, experiments, 

 excursions, or any means the teacher may devise in harmony with 

 the principles that underlie our organization, will aid in accom- 

 plishing the purpose in view. I do not refer to science alone, but 

 to literature, and all that leads to a healthy development. Such a 

 plan wisely put into practice gives tone to the entire school. 



There is no limit to the means by which the great aim of 

 education may be accomplished. As I have endeavored to show, 

 the high purpose of education is development according to the 

 laws of Nature as they are unfolded to us by the observations 

 of every-day life, and especially by the study of brain physiology 

 and of psychology. Those methods that harmonize with our or- 

 ganization are successful ; all others fail. The child that is edu- 

 cated according to these laws is healthy, happy, and progressive. 

 He leaves school not only uninjured in mind and body, but with 

 the abounding physical and mental vigor that should characterize 

 youth. His tendencies are toward investigation and application. 

 He thirsts to know, and he understands how to enlarge the 

 bounds of his knowledge. He desires to apply, and he can apply. 

 His moral impulses are toward progress, harmony, and freedom 

 of thought and action, and according to his natural endowments 

 does he influence the world more or less, but always for good. 



A number of members of the American Association while in Rochester paid a 

 visit by invitation to the library of the late Lewis H. Morgan. The room, fifty 

 feet by thirty, is finished in oak and black walnut, and is described as a " perfect 

 thesaurus" of relics, buckskin suits, ancient weapons, and other objects of inter- 

 est to the archaeologist and anthropologist. Mr. Morgan was chief in one of the 

 tribes of the Iroquois, and his suit of buckskin was shown, packed aw T ay as ho 

 had left it. 



