THE NATIONAL NURSERYMAN 
275 
search among the people is a function of education and 
demands an enlarged program of science instruction in 
our schools. 
The lessons of the Great War have only served to em¬ 
phasize the need of a comprehensive reorganization of 
science instruction that all may be brought into an intel¬ 
ligent appreciation of the role of science in the progress¬ 
ive development of the individual, the nation, and the 
world. The conclusion is sound that science instruction 
in the present age must form as necessary a part of the 
instruction of every child as do the three R’s and that 
education without science is sterile. Science is the pol¬ 
len that fertilizes the hopes and aspirations of man, that 
they may bring forth the fruit of personal and civic 
health and happiness—and not for one generation only, 
but for countless generations yet unborn. 
Such an enlarged program of twelve years of science 
work has been broadly outlined as follows: 
1. Nature Study, grades /-///. 
2. Nature Study, including gardening, grades IV-VI. 
3. General Science including elementary agriculture, 
grades VII-IX. 
4. The special sciences, grades X-XII : 
General Biology, 10th grade. 
Physics and Chemistry, lltli and 12th grades. 
In addition to these formal courses in science a course 
in Vocational Agriculture, developed and sponsored by 
our Bureau of Vocational Education, is offered to the 
schools of this state. One unit of this course has to do 
with fruit production, and is a sample of the excellent 
work being done by this bureau of our department to 
promote the practical phases of our state educational pro¬ 
gram. This work is offered in the third year of the high 
school. 
Three phases of this program will be of special interest 
to you, as I said before—the work in nature study, gener¬ 
al biology, and horticulture. I shall endeavor to present 
to you briefly our point of view with reference to these 
subjects and suggest in closing some ways in which you 
may co-operate with your local schools. 
The case for nature study has never been better stated 
than was done by Benjamin Franklin in 1749, in his 
“Proposals for the Education of Youth in Pennsylvania.” 
Excerpt from 
“PROPOSALS FOR EDUCATION OF YOUTH IN PENNSYLVANIA” 
By Benjamin Franklin 
“With the History of Men, Times and Nations, should 
be read at proper Hours or Days, some of the best His¬ 
tories of Nature, which would not only be delightful to 
Youth, and furnish them with Matter for their Letters, 
etc., as well as other History; but afterwards of great 
Use to them, whether they are Merchants, Handicrafts or 
Divines; enabling the first to better understand many 
Commodities, Drugs etc., the second to improve his Trade 
or Handicraft by new Mixtures, Materials, etc., and the 
last to adorn his Discourses by beautiful Comparisons, 
and strengthen them by new Proofs of Divine Providence. 
The Conversation of all will be improved by it, as Occa¬ 
sions frequently occur of making Natural Observations, 
which are instructive, agreeable, and entertaining in al¬ 
most all Companies. Natural History will also afford Op¬ 
portunities of introducing many Observations, relating to 
the Preservation of Health, which may be afterwards of 
great Use. Arbuthnot on Air and Ailment, Sanctorius on 
Perspiration, Lemery on Foods, and some others may now 
be read, and a very little Explanation will make them 
sufficiently intelligible to Youth. 
“"While they are reading Natural History, might not a 
little Gardening, Planting, Grafting, Inoculating, etc., be 
taught and practiced; and now and then Excursions made 
to the neighboring Plantations of the best Farmers, their 
methods observed and reasoned upon for the Informa¬ 
tion of Youth. The Improvement of Agriculture being 
useful to all, and Skill in it no Disparagement to any.” 
Franklin also quotes Bolin, a French scholar: 
“Bollin, speaking of Natural Philosophy, says, ‘That 
much of it falls within the Capacity of all Sorts of Per¬ 
sons, even of Children. It consists in attending to the 
Objects with which Nature prevents us, in considering 
them with Care, and admiring their different Beauties, 
etc. Searching out their secret Causes indeed more 
properly belongs to the Learned. 
“ ‘I say that even Children are capable of Studying Na¬ 
ture, for they have Eyes, and don’t want Curiosity; they 
ask Questions, and love to be informed; and here we 
need only awaken and keep up in them the Desire of 
Learning and Knowing, which is natural to all Mankind. 
Besides this Study, if it is to be called a Study, instead 
of being painful and tedious, is pleasant and agreeable; 
it may be used as a Becreation, and should usually be 
made a Diversion. It is inconceivable, how many Things 
Children are capable of, if all the Opportunities of In¬ 
structing them were laid hold of, with which they them¬ 
selves supply us. 
“ ‘A Garden, a Country a Plantation, are all so many 
Books which lie open to them; but they must have been 
taught and accustomed to read in them. Nothing is more 
common among us than the Use of Bread and Linnen. 
How seldom do Children know how either of them are 
prepared; through how many Operations and Hands the 
Corn and Flax must pass, before they are turned into 
Bread and Linnen? The same may be said of Cloth, 
which bears no Resemblance to the Wool whereof it is 
formed, any more than Paper to the Rags which are 
picked up in the Streets: And why should not Children 
be instructed in these wonderful Works of Nature and 
Art which they every Day make Use of without reflecting 
upon them?’ ” 
BIOLOGICAL SCIENCE 
Following is a general statement of the proposed work 
of biological science, submitted by Professor James S. 
Grim, of the Keystone State Normal School, chairman of 
the State Biology Committee, and accepted by the depart¬ 
ment as the point of view to govern the development of 
the course of study in this important subject. Botany 
and zoology as separate subjects in the high school are 
being replaced, generally, by the single subject, general 
biology, which treats in a very practical way with both 
plants and animals in their relation to each other and to 
human welfare. 
Aim —Biological science should contribute vitally to 
the attainment of the following educational objectives as 
stated by the National Commission of the National Edu- 
