ROYAL SOCIETY

Manawatu Standard, Volume LVI, Issue 196, 20 July 1936, Page 12

ROYAL SOCIETY

MANAWATU BRANCH. The Manawatu branch of the Royal Society held its monthly meeting, on Friday, the president (Mr J. C. Neill) occupying the chair. There was an attendance of over thirty, including several new members from Feilding. The speakers were Mr J. A. Colquhoun, who addressed the meeting on Teaching the Natural Sciences, arid Dr. W. M. Smith, on Teaching the Social Sciences. At the conclusion of the addresses the speakers were accorded a hearty vote of thanks. In dealing with science teaching from the natural point of view, Mr Colquhoun pointed out that the fact that attention had been concentrated on method niore than substance had led to the errorneous idea that “scientific method” could be divorced from the subject. “The adjective ‘scientific’ has a double significant;” stated the speaker. “It is used to distinguish one kind of knowledge, from another, such as physics and history. At other times the distinction .it connotes is between methods of investigation. The second sense of the word is much wider than the first, for ‘scientific knowledge’ though vast, is limited, whereas the dominion of ‘scientific method’ is universal. It is not strictly true that scientific method is one and the same wherever it is employed. Scientific method is an abstraction which does not exist apart from its concrete embodiments. The training therefore received in a specific course of study is an ability acquired in dealing with situations of a certain kind and therefore scientific knowledge and scientific method must not be thought of as distinct and separate things. The science teacher has not, therefore, to choose between the claims of knowledge. or of training, for the two arc inseparable. Let him give the knowledge that is of most worth; the knowledge which best expresses the special genius of liis sconce and lie may be confident that lie is at . the same time giving the best training the subject can supply. “The three motives to scientific investigation most prominent,” continued Mr Colquhoun. “are the ‘wonder motive,’ the ‘utility motive’ and the ‘systematising motive.’ The first predominates until the age is not very much above or below twelve years and therefore the first stage of scientific teaching should be some form of nature study. Between the ages of twelve and sixteen (or later) the most effective method of instruction takes the form of an analysis directed to the discoverv of the principles involved m the typical triumphs of applied science. The third motive is one that has been worked in our schools beyond its natural strength.” Mr Colquhoun proceeded to point out the unique value of laboratory work and the distinction between this and manual instruction. He elaborated the methods of scope of laboratory work, explaining the difference between the subject method and problemmethod of this work. He paid a tribute to the good work done by the lulucation Department in providing suitable laboratories and the sympathetic and valuable help given by departmental inspectors, at the same time pointing out the deadening influence of formal prescriptions of tlio .University and the deplorable inefficiency of University examiners when compared with those of the Department of Education. “All the educational work ot this country should be under the control of the 'Education Department and the dictatorship of professional associations and University prescription should be abolished,” ho stated. The human aspects of science were next, dealt with and the necessity to introduce into the teaching some account of the main achievements or science. Everyone should be given the opportunity of knowing something ot the lives of great scientific pioneers and the work of the. scientist in the advancement of civilisation, said the speaker. Summing up, Mr Colquhoun crave as the aims of the teaching o natural science the following: —(1) to train the powers of accurate observation of natural facts, and of clear description of what is observed. (2) Jo impart a knowledge of the method ot experimental inquiry. (3) To provide a broad base of fact as to man s env i roil men t and. liis relation to it. (4) To give an acquaintance with scientific words and ideas now common in progressive life and thought.