The Bruce Herald. "Nemo me ivnpune lacesset." TOKOMAIRIRO, APRIL 18, 1879.

Bruce Herald, Volume XII, Issue 1105, 18 April 1879, Page 5

The Bruce Herald. "Nemo me ivnpune lacesset." TOKOMAIRIRO, APRIL 18, 1879.

The introduction of the teaching of science in bur national schools seems to be rather a portentious undertaking, at least upon the scale on which it appears intended to commence the work. In the matter of education, it is a very great and fatal error to attempt (o tegch too much— to overstrain the immature faculties of children, and to endeavour to cram intu the youthful intellect more than can be readily assimilated by the mind. This, however, is an error which learned men are apt to fall into. They experience a difficulty in descending from the pedestal of their own erudition, so as to place themselves on a level with the intelligence of more ignorant people, and do not properly realise the incapacity of children and young people to understand what seems to them very easy of comprehension. Consequently they are apt to ignore more or less a most important rule to be observed in the science of education, that of gradually conveying information to the mind, so as to form a firm basis to support the superstructure. Learned scientific men may "ask questions as to science, -which to them appear of a most easy and elementary sort, but which are calculated to puzzle the minds of less learned people to a large extent. These questions which quite young people are bupposed to be able to grapple with emanate from meu, mostly of mature age, who have devoted a large portion of their lifetime to the study of special branches of science. The questions set forth in the } ducation Science Syllabus and Papers may appear easy enough to the propounders of them, but to answer satisfactorily a very moderate part of them would probably require very extensive scientific study. Theie are probably only two or three of these question* which other than a very small per centage of the general public, such public comprising men of cultivated minds, who have read a great deal on general subjects, would be competent to answer correct y and satisfactorily. We will venture to Bay that -this array of questions would prove a most decided floorer for almost all the members of our Houses of Parliament, Though so many of us are ignorant as regards scientific information, and yet manage to get along through life tolerably well without a very extensive knowledge of geology, botaßy, astronomy, chemistry, biology, and the rtst, still, doubtless, it is Dot easy to understand how any man can be in a worse condition for possessing a considerable amount of information on these subjects. On the contrary, probably humanity would be all the better if people in general knew more of ecience than they usually do. As to our Government schools, however, if the work of teaching all children to read and write, and to manipolate figures has been done effectually, a very great deal has been done. A person who can read with facility, has had opened to him the gates of knowledge — an entrance has been made into Mb mind, through which, considering the immense amount of reading matter issued, and daily issuing from the printing press, a large amount of information may flow into his mind. There are probably few households in [the country which do not take in a newspaper, and most newspapers convey information on general subjects and on science among the r«st. Novels and story books also usually eoDvey some information to the mind. Although it must be admitted that if children have been taught to read and write well, very much has been done, still there may be no objection, on the contrary, it may be decidedly advantageous, to endeavour to give children of national schools some elementary information on scientific subjects,; but unless the work be attempted in a sensible way, it might perhaps as well be let alone. We rather question whether the catechising or questioning system is not employed more in the education of the youug than is desirable, in general; and as to scientific "subjects, we think it would be utterly preposterous to force young children to make that, great effort of the • brain which Troiiid be requisite if ithe'y^were required to undergo a severe catechism on scientific subjects. lit practising reading ' '-and in schools practise in reading and ought to be very extensive— ele* OMntaiy; treatiaes on «i«ntific «ibjecte ■ • ■ . ■ ■' - . .it.. . !

might be used, though, we suppose, scientitic works suited to the capacity of chils dren are somewhat rare ; or the teacher might read to his class occasionally scientific books, or, if he were competent to do so, give his scholars shor lectures on scien - fie subjects ; but to propose to, make of children little precocious scientists, and suppose thoy should' be able to answer qutitions on science, which few of their elders, except scientific men, would be abe to answer, seems to be utterly absurd, and to invoke an amount of work and effort to the young mind, which would do more harm than pood. We question alxo,_ whether it is advisable to subject young people who propose to become teachers in Govei'nment schools, to. a severe examination on scientific subjects. Whah we principally: require from teachers in elementary schools is, to teach children to read and write and cast accounts well ; and we question whether the extra burden of getting children well up in a knowledge jof science should be cast upon them. Perhaps it would be better, or sufficient, to lecommend teachers to teach some soir.ee in the schools, rather than to make it uniformly obligatory on them to do so, or to expect them to prepare children to go through a strict examination on science in the presence of tl c inspector.