Even if all students
were embryonic scientific specialists, it is questionable whether
this is the most effective procedure. Considering that the great
majority are concerned with the study of sciences only for its
effect upon their mental habits -- in making them more alert,
more open-minded, more inclined to tentative acceptance and to
testing of ideas propounded or suggested, -- and for achieving a
better understanding of their daily environment, it is certainly
ill-advised. Too often the pupil comes out with a smattering
which is too superficial to be scientific and too technical to be
applicable to ordinary affairs.
The utilization of ordinary experience to secure an advance into
scientific material and method, while keeping the latter
connected with familiar human interests, is easier to-day than it
ever was before. The usual experience of all persons in
civilized communities to-day is intimately associated with
industrial processes and results. These in turn are so many
cases of science in action. The stationary and traction steam
engine, gasoline engine, automobile, telegraph and telephone, the
electric motor enter directly into the lives of most individuals.
Pupils at an early age are practically acquainted with these
things. Not only does the business occupation of their parents
depend upon scientific applications, but household pursuits, the
maintenance of health, the sights seen upon the streets, embody
scientific achievements and stimulate interest in the connected
scientific principles.
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