EDUCATIONAL INSTITUTE

Otago Daily Times, Issue 20834, 28 September 1929, Page 8

EDUCATIONAL INSTITUTE

ADDRESS BY MR J. G. ANDERSON

. A \ er -V interesting address on “ Science in Primary Schools ” was delivered by Mr Vi *-*■ Anderson in the .Teachers’ Cl u broom Moray place, last night, Mr J. S. Smith’ (president) occupying the, chair. Mr Anderson, after briefly introducing lus subject, said that if the study was taken up at an early age and continued through the primary and secondary schools he did not see how it could fail ‘to leavt some thought in the minds of pupils Speaking of the claims of science he said it afforded unrivalled intellectual trainin B> taught the learned to reason from definitely ascertained facts and form an objective judgment. Science was of immense cultural value, and from that point of view was entitled to a spacious part in the curriculuni of our schools. If pupils loft school with some appreciation of the wonderful world in which their lot was cast, and if they knew something about the wonderful heavens, they would take much more interest in them. Science entered into everyday life. We were always using something connected with science, and but for it the world would not be the comfortable place that it was, Mr Anderson then drew attention to a chart showing the contribution science had made to our well-being. Ho drew attention to the inventions during the last century, and said that if those were taken away from our world there was not much left for our comfort, at least. That was sufficient to justify the introduction of the teaching of science into the schools. Teachers had asked him as to books for reference purposes, and it was a good thing to be able to_ answer questions put fay children. If children felt that they were being put off they .would certainly be discouraged. The acquisition of science, therefore, seemed desirable. Education with an ignorance of science was unworthy of the name of education. He went on to speak of the aims of teaching science to children which were to teach principles underlying facts, to develop intelligent inquiry as to phenomena of ordinary existence, to train the mind in habits of wise reasoning upon accurately observed data, to impart definite practical knowledge, to train children to be resourceful, and to make the best of any given environment. Mr Anderson went on to speak of arousing the interest of children and how that object might he achieved, incidentally suggesting the encouragement, especially amongst boys, of making apparatus. He urged that the psychological moment should be seized upon to impart instruction, and cited ns an instance an explanation as to disturbances during the recent earthquake period. At the cud of his address Mr Anderson was accorded a hearty vote of thanks on the motion of Mr E. J. Hepburn.‘the motion being carried amidst loud applause.