Elementary science

Preface

The aim of the course in Elementary Science as outlined in this work is to introduce the student to a series of observations and experiments by which he may become acquainted with the life about him and thereby learn to appreciate the meaning of the struggles, the successes, and the failures taking place in connection with the existence of plants and animals. In other words, the course here outlined should teach the student so to use the phenomena of nature that there may be a constantly increasing and better organized body of concrete data which shall afterward furnish the basis for abstract thought, such data necessarily including materials which relate to the social and industrial environments ; so to use these phenomena that a proper attitude may be formed and a greater efficiency established in solving the common problems of the everyday life. If these educational purposes are to be met in the best way, the phenomena selected for study must include those which contain a real significance to the pupils, an interest in what things are, what they are doing, how this is being done, and how all this affects the other nature phenomena and the interests of man. Such work should open new avenues of thought to the student and should tend to put him into greater sympathy with the life-forces by which he is surrounded, as well as to give him some knowledge of the principles underlying his own existence. Above all it should make him observant and should provide the means for making his life richer, more enjoyable, and hence more useful. iii

IV

PREFACE.

Little need be said regarding the method of conducting the biological portion outlined in this text. Teachers have been desiring information along the lines of Nature topics. Information has, therefore, been given a large place, but mere information, however valuable it may otherwise be, will never cause a person to be a farmer, nor incline him to appreciate a life in the country. To counteract the side of information, many suggestions are given tending to lead to independent work. The student is encouraged to find out things for himself and to go even beyond the topics of the book, should the occasion warrant him so to do. The text is both a teacher’s and a learner’s book. The teacher should know its contents so that due emphasis may be given the various topics at the proper time. The student, on the other hand, should accept the text as his field-book ; should carry it about with him and should endeavour to see what the authors have stated may be seen. It is not necessary, neither is it desirable that one topic should be completed before a second is introduced. In other words, it is possible for the student to carry on his observations on the movements of the heavenly bodies while awaiting the development of the plant or animal life he may be studying. This is life’s method of study ; the teachers and the students may afterwards systematize the results.

Animal and plant biology naturally belong to the growing season and should then be studied. This does not mean, however, that the teacher and the students should forget that life exists even during the winter

season.

PREFACE.

V

In the months of January, February and March, Astronomy may be studied with the greatest convenience. The Astronomy given is of the simplest character, nevertheless, it is the very kind of work students and teachers are perhaps most ignorant of.

The chapters on Physical Science are intended to be made as practical as possible, in order to provide an introduction to manual training, give some knowledge of the principles underlying the occurrence of many natural phenomena, and supply such knowledge of simple mechanics as shall enable the student to understand the working of such machines as may be found on the farm, in the home, and elsewhere.

The whole course provides a good foundation for the pursuit of scientific and mechanical knowledge should the school course be continued ; in any case, it should furnish a valuable preparation for life, be this life spent on the farm, in the shop, in business, or in one of the so-called learned professions.

In order, therefore, that the best results may be secured, the authors wish to emphasize the importance of having the student make his own observations, perform his own experiments, and, in many cases make his own apparatus. If a saw, a hammer, a plane, and a few gimlet bits be added to the school equipment, nothing should prevent a student from making his own levers, wedges, etc.

Brandon, June 20th. , 1908.