THE ACADEMY:

A JOURNAL OF SECONDARY EDUCATION

DEVOTED TO THE INTERESTS OF HIGH SCHOOLS ACADEMIES AND ACADEMIC DEPARTMENTS

VOL. III

SEPTEMBER 1888

SCIENCE IN SECONDARY SCHOOLS.*

NO. 6

G. V. YONCE, LUTHERVILLE SEMINARY, MD.

By the limitations imposed upon this article, all discussion as to the desirability of teaching the sciences at all is precluded, for the reason that it is taken for granted that the sciences have been given their place in the course of study already marked out. The proper balance between the subjects of English, the ordinary branches, the languages, mathematics and the natural sciences is supposed to be already adjusted and provided for in the curriculum adopted by the schools. The double question before us is, (a) What results may be expected from teaching the sciences? and (b) By what methods of instruction are these results to be obtained?

I. RESULTS SOUGHT.

In considering the results to be attained in incorporating the sciences of physics and chemistry in the curriculum of our schools for secondary instruction, we must first note the two classes into which the pupils of such schools are naturally divided.

* This paper was submitted in the competition for THE ACADEMY prize last March, and received honorable mention from the judges together with the suggestion that it be published.

First, there are those whose education, or more properly speaking, whose academic instruction will end with their attendance upon the secondary schools. The best we can hope for this class of pupils is that they may become imbued with a spirit of research or, at least, of inquiry, with reference to the phenomena of nature in its physical and chemical relations; and that they may be led to enquire the "why" of this and that familiar fact or change, which is constantly presenting itself in the daily walk of every avocation.

But, secondly, there is always present that more hopeful and inspiring class of pupils, who are preparing for places in the colleges and universities for higher instruction, and, indeed, they may be developed from the first class. They are looking forward to some particular profession or special study, and if such is the case, and their future work is at all allied to the sciences, it is of infinite importance that our instruction be of such an exact and drilling nature as to give them that foundation upon which to build their future work, as can only be obtained by careful instruction in the elementary principles.

Now our aim, it is clear, must be modified by these two considerations. We must guard against such a character of instruction as will over-burden, or perhaps over-stimulate the first class, and will yet embody sufficient scientific formulae and order to meet the demands of this more exacting second class of pupils. They can not be separated. They are in one body and must be taught together, and, as we above note, the future specialist may be developed by our instruction from among those who are, at present, only taking the sciences because "they are required."

It is only another of the many problems before the professional teacher which he must conscientiously labor to solve and which he must keep before him in all consideration of his aims and methods in teaching the sciences.

Keeping this thought before us, we are prepared to view the especial results which we hope to reach by an endeavor:

I. To awaken interest in Natural Phenomena. The student has regarded grammar and kindred subjects as the study of a book. We shall get his interest by showing him that these are studies about things, and very common things they are the behavior and construction of all material. This interest is further developed when the relationship between the science in hand, and those of Geology, Astronomy, Mechanical Engineering, Medicine, Biology, &c., is

properly explained. And then, we have a more general aim-viz., in thus quickening the interest and use of the eye in the observation of common facts and occurrences, to initiate a habit which will reach to all future study in which the pupil may engage.

II. To direct this newly aroused interest towards the value of exact knowledge. We thus get the pupil to see that nothing superficial avails. We shall succeed in making him ashamed of all sham and so-called "general knowledge." Thus our aim is again widened, for this result, if attained, will reach out to all other studies. By the study of the sciences, which always demand exactness, the student will come to see the value of this habit in all other work, academic and practical. He will be taught to despise all half-learned, half-understood, formal statement. In this light, we hope, through the sciences, to regenerate the student intellectually.

III. To dispel the many popular misapprehensions of common scientific truth and appliances. The lamentable ignorance about common things is not peculiar to the young; we are all familiar with the discouragingly slow progress of society in general in its ability to explain the most common things in nature. The teacher can direct the interest and love of exactness aimed at above, into such channels as will teach the pupil the real explanation of these most familiar and ordinary phenomena of nature.

IV. To show that the uniform structure of matter, as is attested by physical and chemical experiment, is the result of the universal obedience to law. We can show that matter has its existence only as it does obey law; that all depends on law; that without it, all is chaos. As a result, the pupil will see the value of law; he will become more obedient to law. This principle has its ethical application-Nature is used as a discipline to virtue. Emerson had great regard for this and taught it in a spirit to be emulated by all teachers of science. Prof. Remsen, in an introductory lecture delivered before a class at the Johns Hopkins university, of which the writer was a member, said that "he believed we would be more truthful, value truth more for its own sake, just in proportion to our devotion to pure chemistry."

The study of the sciences of physics and chemistry is all the time a homily on Truth. Thus the study of these sciences may be so conducted as to mold character. The teacher will make a more valuable citizen out of his pupil because of his study of the exact sciences. We could have no higher aim than this, the double con

servation of intellect and heart to the best advantage of the universal brotherhood.

V. So to conduct the study that, while the general student is not discouraged by the weight and number of facts cited, the bright and awakened intellect here sees an ample field for special research. The result here sought is double, and refers to the presence of the two classes of pupils before noted. We should encourage and stimulate enquiry on the part of the pupil who has no special inclination towards the sciences; and at the same time, perhaps inspire some one of the brightest of our class with a desire to devote his study and after life to the further development of the many problems awaiting solution in the departments of physics and chemistry, and, indeed, in the whole domain of science.

VI. With especial reference to those scholars who may subsequently go up to the higher schools, we should aim to make specially prominent the fundamental principles, the great underlying laws of science, satisfying ourselves by frequent recurrence and drill that they are well in hand-the sure possession of the pupil. It was our own experience, in coming up from college to laboratory work in the university, that our principal need was precisely within the line here suggested.

II. METHODS TO BE USED.

I. As a pre-requisite to success in attaining the results herein set forth, it is necessary that the teacher have a thorough acquaintance with the principles of the science in hand, and that he be enthusiastic and of quick preception and ready ingenuity. These requirements are, it is true, general; they are a necessity in successfully teaching any subject. We feel, however, that especial stress must be laid upon these elements as requisite in the method of teaching science. Least of all may success be expected in teaching the sciences, when the teacher is a mere dilettante occupant of the chair. When his heart is not in his work, all the finer principles of science and their relation to the great outlying field to which they are applicable, will be totally missed. The teacher will find that his class. feels this. They will take color from him and his style and spirit. Then, truly, there is no hope that all our fine thinking as to the great results which should follow even elementary work in physics and chemistry, will come to any but the poorest and most unsatisfactory ending. Let us insist then on thorough familiarity, quickened en

thusiasm and readiness in seizing upon familiar illustration as characteristics of our method, however else it may be modified.

II. Teach thoroughly the theory of the molecular and atomic structure of matter. Show that this is not a mere dead formula, but that it is incorporated in all understanding of physical and chemical law. Show how the laws of gravitation, heat, light, &c., and chemical "affinity," can only be thoroughly understood in the light of the atomic molecular theory. Circles may be drawn for molecules, and circles within these for atoms. Show that the formula, H2 SO4, for example, is not a mere short name for sulphuric acid, but that it means and shows at once, that there are seven atoms in the molecules and what these atoms are. Explain that the chemical behavior (for example, the oxidising powers) of sulphuric acid, is only understood and interpreted by its atomic constituency. Herein is the point. Lay this ground work well, and future haziness, even darkness, will be dispelled.

III. Make frequent use of free and practical illustration. Make use of the "kitchen chemistry;" tea pot (steam, condensation, &c.); vinegar barrel; spoons used in mustard, eggs, &c.; the thermometer; the ice in the rain barrel; barometer; white washing; wheel-barrow; scissors, &c., &c., thus showing the physics and chemistry of common things in an attractive and clear light. I write questions on these things; nothing so awakens interest and attention.

Be ready to illustrate in a moment, and in a perfectly satisfactory way, some physical or chemical phenomena as stated in the textbook or lecture.

As an illustration, scrape off of the wall just by you the white wash, catching it upon a piece of paper; pour into a test tube; treat with HC1; pass the gas through lime water, thus showing that you have liberated CO2. The white wash has become Ca COs, the same in composition as it was in the quarry before burned into lime (Ca O). A single thing like this may so enrapture a class or pupil as to make devotees henceforth to your science.

IV.-Lead up gradually to the more difficult laws of the science, such as "specific gravity" in physics, which you approach through "gravity" and "weight"; or "pitch," to which you come by the way of "vibration" and "sound." Keep in your own mind all the while what is coming, and thus you will lead the student unconsciously into the more intricate problem, and he will find himself already equipped for its solution.