1920 School Science and Mathematics  
The education of the men,77 said Dr. Rose, "who are to lead the dye industry to future successes is a matter of vital interest to us. The subject is equally of interest, in its general aspects, to all who teach and to all who are concerned with commercial enterprises founded on the technical application of the results obtained by research. "The dye industry in this country was established with the aid of research men who were not trained for this special line of work; they were men of general
more » ... re men of general training and their adaptability to their new duties throws a very interesting light on the educational system of which they are the products. "They were very successful, let that be emphasized, but at the same time let us study such faults as were apparent in order that we may learn how to improve the training given in our schools. "The worst failings were a tendency to overlook trifling indications such as slight differences in color or structure or smen, and a disregard for the necessity for reasoning precisely and understanding clearly before doing any experimento, that is, -there was a lack of exact observation coupled with rather vague reasoning. "Of course, this was not true of the maturer men, but rather of those fresh from the training of the university. The causes of these faults lie very far back in our methods of teaching. Research is nothing strange; it is simply the use of the results of well trained powers of observation by a mind capable of clear reasoning. The child who by the careful examination of a mechanism, learns how it works, is applying the methods of research. The chemist examines the substances of which the world is composed, finds how they are put together and learns how to make new ones. The essential of this kind of work is well trained senses, and the development of the senses is very largely determined during the years of early childhood. It is. for this reason that we may say that the research man is made or marred during childhood and adolescence. However, we do not make a great effort to train the senses during childhood; instead we put a premium on developing the memory and formal methods of reasoning. Later in high school and university we continue to give the student too many second hand facts instead of making him observe for himself. We teach him to reverence the opinion of others rather than his
doi:10.1111/j.1949-8594.1920.tb07897.x fatcat:rsecazinb5co7i2xkcw6aq5cwi