It is not necessary to reach each point by passing over every other
point usually considered. Lessons in electricity or sound, for instance,
can be given to children who have done nothing with other parts of
science. But a natural beginning must be made, and an orderly sequence
of lessons adopted. Children will not do what adults would find almost
impossible in covering gaps between lessons.
Science may be compared to a great temple. Pillars, each built of many
curiously joined stones, standing at the very entrance, represent the
departments of science so far as man has studied them. We need not dig
down and study the foundations with the children; we need not study
every pillar nor choose any particular one rather than some other; but
we must learn something of every stone--of each great fact--in the
pillar we select, be it ever so little. The original investigator climbs
to stones never before reached, or boldly ventures away into the dim
recesses beyond the entrance to bring back hints of what may be known
and believed a hundred years hence, perhaps. The exact investigator
measures each stone. Patiently and toilsomely scientific men examine
them with glass and reagent. We need not do this, but we must omit none
of the stones.
3. The work must be continuous. To continue the figure, the stones must
be considered in some regular order. One lesson in electricity, one in
sound, then one in some other department is injurious.
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