Principal Central High School, Buffalo.
The first step to take in teaching science to young people and in
popularizing the study among older people is to throw away much of the
traditional polysyllabic phraseology and use a little common sense and
good old Anglo-Saxon now and then--to teach nature, instead of science.
There is not only great danger in being too technical, but in telling
too much. We all like to talk on our pet subjects. We rattle along,
airing our opinions and pouring out big volumes of knowledge, and
expect the poor pupils, like great dry sponges, to absorb the gracious
gift. But they don't absorb; it isn't their business; they belong to
quite another sub-kingdom; and while we are just about to congratulate
ourselves on our facility of expression and wise beneficence, we are
rudely made aware that our eloquence was all lost; and, worse still,
we have been guilty of repression, of stifling natural curiosity, and
crushing what might become a priceless, inquiring, intellectual habit.
Is it any wonder that so few ever go on with this geology, mineralogy,
botany, or zoölogy, after they leave school? What is our object as
teachers? Is it to cram geology and botany down passive throats in one
or two school terms, or is it to lead our students so gently and awaken
so keen a desire that they shall study these sciences all their lives,
to be a never-ending joy, a pure pleasure and a solace amid coming
cares and darkening days? Oh, I, too, have been guilty, and may heaven
forgive my exceeding foolishness! The remainder of my days are being
spent in penance, in propitiating the office of the recording angel by
a more humble and righteous way of life.
So much for the language of the teacher, and now for the means of
giving reality to his teaching efforts. This can only be done by the
laboratory method or investigation in the field. With the latter,
out-door work only does this paper especially treat.