664 THE POPULAR SCIENCE MONTHLY. 



better because it is marked by greater accuracy, greater ability 

 in mechanical execution, and stronger power of reasoning. It 

 proves, in brief, that the doers of it are active and creative rather 

 than passive and imitative. 



The recognition of the truth of these statements, of the impor- 

 tance of the objects to be accomplished, and of the value of stud- 

 ies which promote their accomplishment in a pre-eminent degree, 

 answers the question. Why shall science lessons be given in ele- 

 mentary schools ? 



The question. How shall these lessons be given ? is one which 

 demands immediate and serious consideration. Uncertainty pre- 

 vails in the minds of teachers, and confusion in the general mind, 

 on this subject. Oral and language lessons are often mistaken for 

 science lessons, although usually the three have distinctly differ- 

 ent objects. Judging from the many courses of study I have 

 been privileged to examine the past year, I conclude that the oral 

 lesson, as generaJly given, aims to interest the young: Whatever 

 common objects happen to be at hand are used for the purpose, 

 and the success of the lesson depends largely upon the animation 

 and versatility of the teacher and the receptivity of the class. In 

 order to make this oral lesson a science lesson, the objects observed 

 must be selected in a natural sequence ; the teacher must be logi- 

 cal in questioning, whether or not she be graphic in description, 

 while the pupils must be independent seekers for knowledge 

 rather than active or passive receptacles of information. I do not 

 say the oral lesson can not be a science lesson, but that oral les- 

 sons, as generally given, are not science lessons. 



The language lesson aims at the use of good language, at cor- 

 rect grammatical construction, spelling, and punctuation. Clear, 

 concise expression may be one object of the language lesson, but 

 it must be remembered that this is not the first object of the sci- 

 ence lesson. 



The question. How shall science lessons be given ? can best be 

 answered by keeping constantly in mind the aims of science work. 

 Whatever helps to realize these, helps to answer the question, as 

 the ways and means must be adapted to the end in view. 



In giving observation lessons upon plants, animals, and min- 

 erals, which, here let me say, are elementary science lessons as 

 well as those that have received this name in our prescribed 

 courses of study, three conditions must obtain : First, the children 

 must be provided with specimens ; second, the school must be 

 under the control of the teacher ; third, the lesson must be pre- 

 pared by the teacher in the form of questions which lead step by 

 step from the simple to the more difficult. It is evident, if the 

 pupils are to be provided with specimens of animals, that only the 

 smaller and simpler ones can be used, such as the star-fish, sea- 



