Page:Popular Science Monthly Volume 77.djvu/511

Rh There are no doubt many causes which may contribute. In some schools the brighter boys are still retained on the classical side while those who are more slow are left to find their way to other subjects; and some whose real tastes have been suppressed by the uniformity of the school curriculum turn with relief to new studies at the university and pursue them with zeal. But the facts do also, I think, point to some defect in the present teaching of school science whereby a certain narrowness and rigidity of mind are rendered possible. This may be partly due to the lack of human interest in the teaching of elementary science; the story of discovery has a personal side which is too much neglected, though it is more attractive to the beginner and might with advantage be used to give some insight into the working of the human mind and character. Moreover, it would form an introduction to the philosophy of science which is at present so strangely ignored by most teachers.

But another noteworthy defect is the absence of that mental exercise which is provided by the thoughtful use and analysis of language.

I believe that the practise of expressing thoughts in carefully chosen words, which forms so large a part of a good literary education, constitutes a mental training which can scarcely be surpassed, and it is unfortunately true that in the non-literary subjects too little attention is paid to this practise. In school work and examinations a pupil who appears to understand a problem is often allowed full credit, although his spoken or written answer may be far from clear. This is a great mistake. A statement which is not intelligibly expressed indicates some confusion of thought; and, if scientific teaching is to maintain its proper position as a mental training, far more attention must be paid to the cultivation of a lucid style in writing and speaking.

The various universities seem fairly agreed upon the subjects which they regard as essential to an entrance examination—subjects which may be taken to imply the groundwork of a liberal education. Among these is English: and yet of all the subjects which children are taught at school there is none in which such poor results are achieved. It may be taught by earnest and zealous teachers; the examination papers are searching, and seem to require a considerable knowledge of English literature and considerable skill in the manipulation of the language, and yet the fact remains that the power of simple intelligible expression is not one that is possessed by the average schoolboy and schoolgirl. It is the most necessary part of what should be an adequate equipment for the affairs of life whether the pupil passes to the university or not, and yet it is on the whole that which is least acquired.

Although it is true that the intelligent reading and study of the great masters should assist in the acquisition of a good style, it is equally true that, if they come to be regarded as a school task, they are not viewed with affection, especially in these days of crowded curricula,