THE SCIENTIFIC METHOD WITH CHILDREN. 61 



to the best materials and methods to be used in teaching element- 

 ary science may be found in the public schools of Boston. About 

 a dozen years ago a course in science for elementary schools was 

 formulated and an attempt made to carry it out. The systematic 

 study of animals was begun in the lowest grammar grade, fourth 

 year in the elementary course, and the specimens to be studied in 

 order were thus laid down : " Sponge and coral compared ; star- 

 fish and sea urchin (dried specimens) examined and compared ; 

 oyster, clam, and snail compared ; shells of different forms com- 

 pared." The lessons that preceded the study of the objects named 

 were information lessons on "grass-eaters, flesh-eaters; animals 

 with hoofs, claws, wings ; land animals, water animals, etc." Sys- 

 tematic mineralogy, without any previous work on minerals, was 

 begun in the sixth grade on these mineral substances : " (1) met- 

 als that are native minerals (gold, silver, copper) ; (2) metals 

 from ores (lead, zinc, tin, iron) ; (3) non-metals (sulphur, carbon) ; 

 (4) gases (oxygen, hydrogen) ; compounds : iron rust, carbonic- 

 acid gas." 



This course, of which parts have been given as illustrations, 

 was the best product of one of the leading spirits in science work, 

 aided by the advice of teachers of science in the scientific schools 

 of that time. It is questionable whether the scientific schools of 

 to-day can formulate a better course for children. The method 

 employed to carry out the course satisfied the demands of those 

 who were regarded as experts in science work as to elements, 

 natural sequences, synthesis, and system ; but although the work 

 was pushed vigorously in the beginning, it soon began to stick, 

 and finally failed altogether. Of course, scientists called the work 

 scientific, and teachers who were simply literary thought it dis- 

 creet not to question that decision ; but it is evident now that a 

 very important scientific element was lacking namely, the science 

 of success, knowing how to succeed ; and that lack resulted from 

 a failure to recognize the child's standpoint. 



It is claimed by teachers of science now that the reason why 

 such a course in natural science can not be carried out successfully 

 is the lack of specialists to teach in every class the particular sub- 

 jects named by the method used in the scientific schools. Doubt- 

 less an adequate supply of specialists would suffice to force the 

 study to an apparently successful result ; but the necessity for the 

 application of so much force to a study that has the term " natu- 

 ral " so frequently applied to it should make us pause and con- 

 sider whether the resistance to be overcome is not caused by some 

 artificiality into which we have unconsciously drifted. Natural 

 education is unconsciously easy, and difficulties increase as it be- 

 comes artificial. " The lines of least resistance " should not be 

 overlooked in any educational plan. 



