Science for Science's Sake 123 



of understanding a prohlciii. Where dcjes the 

 dandehon grow? What arc the plants In the 

 bog? How many are the weeds in the orchard ? 

 What are the borers In the old log? Set the 

 child a field problem and he will collect in spite 

 of himself. Teach him at the same time to 

 respect the rights of every ll\'lng thing, and 

 never to be wanton. Then the collecting has 

 teaching power. But to make a collection of 

 one hundred specimens in order to obtain a 

 pass-mark is scarcely worth the effort (p. 77). 

 The point I urge is that there is no reason in 

 the nature of things why subjects always should 

 be taught this way or that, so long as they are 

 taught truthfully and with purpose — and there 

 are many ways of teaching the truth. At one 

 time or place we may teach for science's sake; 

 at another time or place with equal justification 

 we may teach for the pupil's sake. 



