Page:Popular Science Monthly Volume 34.djvu/682

664 better because it is marked by greater accuracy, greater ability in mechanical execution, and stronger power of reasoning. It proves, in brief, that the doers of it are active and creative rather than passive and imitative.

The recognition of the truth of these statements, of the importance of the objects to be accomplished, and of the value of studies which promote their accomplishment in a pre-eminent degree, answers the question. Why shall science lessons be given in elementary schools?

The question. How shall these lessons be given? is one which demands immediate and serious consideration. Uncertainty prevails in the minds of teachers, and confusion in the general mind, on this subject. Oral and language lessons are often mistaken for science lessons, although usually the three have distinctly different objects. Judging from the many courses of study I have been privileged to examine the past year, I conclude that the oral lesson, as generally given, aims to interest the young: Whatever common objects happen to be at hand are used for the purpose, and the success of the lesson depends largely upon the animation and versatility of the teacher and the receptivity of the class. In order to make this oral lesson a science lesson, the objects observed must be selected in a natural sequence; the teacher must be logical in questioning, whether or not she be graphic in description, while the pupils must be independent seekers for knowledge rather than active or passive receptacles of information. I do not say the oral lesson can not be a science lesson, but that oral lessons, as generally given, are not science lessons.

The language lesson aims at the use of good language, at correct grammatical construction, spelling, and punctuation. Clear, concise expression may be one object of the language lesson, but it must be remembered that this is not the first object of the science lesson.

The question. How shall science lessons be given? can best be answered by keeping constantly in mind the aims of science work. Whatever helps to realize these, helps to answer the question, as the ways and means must be adapted to the end in view.

In giving observation lessons upon plants, animals, and minerals, which, here let me say, are elementary science lessons as well as those that have received this name in our prescribed courses of study, three conditions must obtain: First, the children must be provided with specimens; second, the school must be under the control of the teacher; third, the lesson must be prepared by the teacher in the form of questions which lead step by step from the simple to the more difficult. It is evident, if the pupils are to be provided with specimens of animals, that only the smaller and simpler ones can be used, such as the star-fish,