Page:Popular Science Monthly Volume 61.djvu/161

Rh through the minds of such men as Newton, Kepler, Lyell, Huxley, Ohm, Faraday, Joule, Helmholtz, Le Conte, Darwin and scores of their contemporaries.

The beginning of the twentieth century finds the major part of the civilized world bound to recognize the power of scientific thought and investigation in its bearing upon the prosperity of nations, and the equality of man. More and more attention is wisely being given to methods of teaching in our primary and secondary schools as well as to college and university work. Such attention is even now beginning to manifest its results, as we note men having completed their university training for the Doctor's degree under twenty-five years of age. No doubt it may truly be said that such men are brilliant, or have

exceptional advantages or both combined for the result attained, yet the fact remains that elementary knowledge gained from secondary instruction molds to a great extent the future of the individual. This phase of study is all the more important since it is beyond the control of the pupil. Beyond his control, for though volumes may be written, and instructors may be at hand, the average student does not early in life appreciate the necessity or value of application to study.

Interest in a subject is the prime factor in its mastery, and the method of presenting the subject will tend either to stimulate or allay the interest of the pupil.

The time devoted to the study of a subject in the secondary school is frequently very limited, and the teacher may profitably consider the needs of the pupils and seek to originate such methods as will accomplish the most for the time allotted. One important saving of time in the class room, both for elementary and advanced work along most scientific lines, is the use of pictures in making certain points clearly understood, and