TEACHING OF SCIENCE IN SCHOOLS

Hawke's Bay Tribune, Volume XXII, Issue 252, 7 October 1932, Page 8

TEACHING OF SCIENCE IN SCHOOLS

IMPORTANCE OF THE SUBJECT. SPECIAL INSTRUCTIONS ISSUED BY DIRECTOR OF EDUCATION. School inspectors have been instructed to report specially in future on the way the teaching of science is progressing in the districts under their jurisdiction. The Director of Education (Mr. T. B. Strong) has issued a statement to teachers, in which he emphasises the importance of the subject, and urges teachers to be “no longer satisfied with mere imitative work that is leading to nothing more than the training of mechanical and unintelligent workers.’’ He calls for greater attention to the research aspect of science in schools. In his statement the director emphasises the importance of science in its relation to industry. The greatest industrial concerns of the present time, he says, have gained eminence not merely because the founders used every help science could give, but also because the rank-and-file workers in the industry were encouraged to bring to bear on the details of their work whatever scientific knowledge they possessed “If everyone connected with an industrial undertaking, whether on the farm or in the factory, were to adopt the scientific attitude of mind toward his work, the success of many of our industries would no longer be in doubt,” he says. He urges that pupils should not merely carry away with them from school a smattering of scientific facts. They should be able to attack on their own any simple scientific problem. “Simple research will do infinitely more than any mere imitation of textbook experiments to accomplish our aim—namely, the development of an intelligent interest in science, the rousing of a spirit of eager inquiry, the opening of the mind to the messages that science can deliver to the world of work, and the encouragement of perseverance and initiative,” he says. The director asserts that there is plenty of room for the primary school teacher to treat the subject in this way and indicates that in future this will be expected by the department. The Agricultural Club movement

should be extended, he thinks, and work in the school gardens related to the peculiarities of the district. Complaining that manurial experiments are the only ones done in some schools he declares that manuring is often a lazy man’s way of rectifying lack of soil fertility and in any case manures are in many cases beyonds the pockets of ordinary farmers. Among suggestions he makes for the improvement of the study of science in schools are:

“Encourage pupils to question you and encourage them to bring their scientific problems to you. Get into touch with farmers ana find out what is puzzling them on their farms. By experiments in your school gardens or agricultural clubs you may find something of real commercial value to your district.

“Never omit to apply the scientific facts of elementary studies to the common things of life. In our visits to schools we have been surprised at the way in which this point has been missed.

“If you are a district high school teacher try to interest farmers in the school course and arrange for pupils to receive some instruction on farms. There is no reason why girls as well as boys should not participate in this work. . . . Naturally the farmer will deal with the more practical work of the farms but it is tor you to supply the necessary scientific explanations.”