I took a case from mathematics, the exact science, to illustrate this
point. But I must not neglect to notice the difference between that
subject and physical science. The latter consists of theories,
hypotheses, and so-called laws, supported by _observed facts_. The facts
remain, but time has overthrown many of the hypotheses and theories, and
it will doubtless overthrow more and give us something better and truer
in their place. While a careful distinction between what is known and
what is believed is necessary, I should always class the teaching of
accepted theories and hypotheses with the teaching of the true.
But teachers, with more of imagination than good sense, teach
distinctions which do not exist, generalizations which do not
generalize, and do incalculable mischief by so doing.
8. Experimental work should be thoroughly honest as to conditions and
results. If an experiment is not the success you expected it would be,
say so honestly, and if you know why, explain it. The pupil should be
taught to know just what _is_, theory or expectation to the contrary
notwithstanding. Discoveries in physical science have often originated
in a search for the reason for some unexpected thing.
The relation of the study of science to books on science should be
considered. For the work done with pupils before they are given books to
use for themselves, any attempt to follow a text book is to be deplored.
Pages:
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93