42 KANSAS ACADEMY OF SCIENCE. 
TRANSACTIONS. 
SCIENCE IN THE PUBLIC SCHOOLS. 
By D. S. Ketiy, Emporia, retiring President, before the Academy January 1, 1897. 
Within the past 10 years there has been an unprecedented interest awakened 
in the natural sciences, both in this country and in the old world. The thought 
is no longer held that a training in the languages, mathematics and metaphysics 
constitutes an education; but it is well-nigh universally recognized that science 
and scientific methods must not only be added, but must be given a prominent 
place. It is agreed that an ideal course of training should be broad, yet not too 
comprehensive; that it should be liberal, but not too technical; that it should 
develop rather than inform; and that it should exercise all of the faculties rather 
than cultivate some at the expense of the others. The introduction of scientific 
methods in teaching history, etc., has been attended with gratifying results; but _ 
the application of the scientific method to history can never take the place of 
science. What the mind needs are facts based upon personal observation and 
experiment, and these can best be had in the study of natural history. Mathe- 
matics begins with axioms and history with recorded facts, both second-hand, and 
therefore not of the same interest as things observed and handled, from which 
the pupil gets thoughts from personal knowledge. Doubtless axioms and facts 
will agitate cerebral protoplasm; so will a rose; and a rose lives in the earth, 
while axioms and facts live in books and the minds of men. The scientific method 
applied to history, etc., has made these studies of greater value to the student 
than before, yet there is needed something the pupil can call his own as gained 
by personal contact and observation; hence the great value of natural science. 
In spite of the fact that natural history surpasses all other studies in value as a 
basis in developing the young minds, it has been most tardy in finding its way 
into the curricula of studies in our schools. Physics and chemistry found their 
way into the schools long before biology, because of the supposed utility of them 
in the practical affairs of life. 
The recent establishment of agricultural colleges has emphasized the impor- 
tance of study in certain lines of science which would give the pupil the power to 
acquire to be self-reliant; but no institutions have given more impetus to the 
study of science than scientific associations. This Academy has been the uplift 
of many a young man who has grown into prominence in his chosen field of re- 
search. The work of this Academy in developing talent has been indeed grati- 
fying; and in the development of the material resources and wealth of the state 
there can be no computation of the value of this Academy. Yet it seems to me 
that there is a work for this Academy which it has not undertaken as yet. There 
is an influence which it can and should exert on the public schools of the state. 
The condition of science in the public schools is not what it should be. One ob- 
ject of this Academy is to encourage scientific study. We believe the study of 
nature should begin with the child. And yet in a very large majority of the 
schools of our state no provision whatever is made upon the daily program for 
this study. Our boys and girls are compelled to seek information from books 
alone, and thus dull their perceptive and reasoning faculties. Their education 
is obtained through the cramming process. They come to believe that because 
