SCHOOL DEPARTMENT 



Edited by ALICE HALL 'WALTER 



Address all communications relative to the work of this depart- 

 ment to the Editor, 67 Oriole Avenue, Providence, R. I. 



HIGHER STANDARDS 



More than once a plea has been made in these pages for higher standards 

 in teaching and reaching people not only along the lines of nature-study but 

 in educational work of all kinds. A very definite and sane criticism appeared 

 in the December issue of the Nature-Study Review by W. G. Vinal, who strikes 

 at the heart of this matter in an article entitled 'First Grade Readers,' wherein 

 he exposes the flimsy sentimentality and actual lack of observation of common 

 phenomena shown by the well-meaning but uninformed authors of certain 

 school-books that are supposed to introduce our children to the great outer 

 world. Without going into a discussion as to the place and value of fairy-tales, 

 myths and folk-lore in the education of boys and girls just entering the grades, 

 it is wise to lay stress on the fact that no eyes are quicker to see and no minds 

 to receive impressions, often lasting impressions be it said, than those of young 

 pupils. For this reason, if for no other, care should be exercised as to how far 

 the unreal, should take the place of the actual, or how far imagination should 

 be pushed beyond observation. Certainly, all affected, sentimental, and 

 unwholesomely infantine methods should be frowned upon. Children have a 

 high regard for real things, for the reasons why those things are as they are, 

 and although they may not understand the fragmentary explanations and 

 hurried answers of their elders, often grudgingly vouchsafed them in reply to 

 their eager questions, they at least perceive the difference between what rings 

 true and what does not. 



It is possible that if we ourselves, in our very early stages of education, had 

 had a better start in becoming familiar with common facts, we might now be 

 in a far better position to enjoy life, nature, yes, and friends, and to share our 

 attainments with others. 



In a word, let us see to it, now that a general reconstruction is going on 

 along so many lines, that this and coming generations be taught more intelli- 

 gently and with greater sincerity and clarity. It is painful to reflect upon 

 the number of bright boys and girls who are given an irrational, inadequate, 

 or partially misleading conception of Nature, and who arrive at maturity with 

 minds focused on shams, unmeaning details, and useless methods. 



Mr. Roosevelt has been lauded justly for his splendid achievements, but 

 no single contribution that he made to us as a nation surpasses his fine concep- 

 tion of life based on a normal and truthful appreciation of nature. A delicate 



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