unexpected may well be utilized to arouse interest and raise questions that the teacher wants raised as fundamental to the initiation of a class problem. In the overemphasis on individual laboratory work, the value of demonstration experiments has been minimized. Such demonstrations, besides being interest provoking, have many of the merits of individual efforts without the confusion due to poor manipulation or the failure to observe the most important aspects of the experiment. These may serve the class as examples of the proper way of working, of manipulating apparatus, of noting results, and of drawing inferences. Pupils should be encouraged to assist in performing demonstration experiments.

The recitation is often the center from which other class activities radiate. It focuses the work done in the laboratory, at home, in the library, and in excursions. To it all contributions are brought and offered for the consideration of the entire class. The need of text books is constant but usually no single text book can serve for all the needs of an actively working class. A better plan often is to provide several copies of the more important texts and a number of reference books to which assignment may be made. It is extremely important that such assignments should be definite and clear to the pupil. Few things are more discouraging to the pupil or more destructive of his interest than to be given hazy assignments, and to feel that neither he nor the teacher knows exactly what is expected.

It is not to be supposed that all pupils will be equally interested in a given topic, but if the interest of the majority can not be aroused the validity of the topic should be examined. On the other hand individuals who have little interest or in whom no interest can be, aroused, or those who have a very special interest, may often be encouraged to pursue individual problems of their own and to report their work to the whole class. Such problems encourage initiative and individual responsibility. The results of such work should be interesting to the class as a whole, and reports to the class by all s pupils should be a regular part of recitation work. All pupils should be encouraged to undertake some individual problems of their own choosing.

D. Cooperation between pupil and teacher, school, home, and community.--At many points in the above discussion the importance of cooperation between pupils and teacher has been suggested. It is vital to success in teaching, and especially in teaching by the problem method. How true it is that in most classes we find the teacher alone active, the class passive, the teacher dominant and aggressive, the class repressed, and attentive in only a receptive not in a cooperative sense. The responsibility for this rests squarely upon the teachers whose methods have resulted in this type of practice.

Although implied in several preceding statements, the need of home and community cooperation with the science work of the school should be specifically mentioned. Indeed, the kind of science teaching for which this whole report argues can not be developed except through constant use of the manifestations of science in the work in which men and women are regularly engaged. It will appear later in the outlines of courses that science in secondary schools finds its proper basis in personal, home, and community life and needs. Therefore when teachers and pupils ask to visit a farm, orchard, a shop, a flour mill, saw mill, or manufacturing plant, the business men concerned should be informed of the ways in which these visits contribute to the courses in science, to the end that they may understand that they are helping in the work of education. Also, it may properly be the function of the teacher and class to collect desired information or conduct experiments which are related to the business concerned, and are desired by those engaged in this business.

Any device, plan, or method that will build up helpful cooperation between the home, school, and the community should be encouraged. Among the topics that call for just this kind of cooperation are the following: Home gardens; community extermination of flies and mosquitoes; insects injurious to shade trees and agriculture; protection and feeding of useful birds; care of the water supply; protection from sewage contamination; community cleanliness; development and care of public parks; health in local industrial plants; and any other topics which inhere in or arise from the elementary study of general science, biology, chemistry, and physics.

IV. SCIENCE SEQUENCES RECOMMENDED FOR VARIOUS

CONDITIONS.

The science sequences should vary with the type and environment of the schools. Each year's work should be so outlined as to give the best training without reference to whether the pupils take later courses in science. Many schools will need to make readjustments of a recommended sequence, so that it may best serve the school's particular constituency. The committee has outlined sequences for the following types of high schools:

A. The junior-senior high school.

B. The large four-year comprehensive high school with adequate teaching staff and equipment, usually enrolling over 500 pupils.

C. The four-year high school of medium size, usually enrolling from 200 to 500 pupils.

D. The small high school of not more than 200 pupils.

A. The junior-senior high school.-Seventh or eighth year, five periods a week; or both years with three periods a week in each year-General science, including hygiene.

Ninth year-Biological science, including hygiene; courses may consist of general biology, botany, or zoology.

Tenth year, eleventh year, twelfth year-Differentiated elective courses in sufficient number to meet special needs and interests, as follows:

(a) Chemistry-General chemistry, and chemistry specialized for various curriculum needs, such as household chemistry, industrial chemistry, etc.

(b) Physics-General physics; and physics specialized for various curriculum needs, such as physics of the home, industrial physics,

etc.

(c) General geography, or physiography.

(d) Advanced biological sciences.

B. The large comprehensive four-year high school. The conditions usually prevailing in these schools make possible a wide differentiation of science courses, since there are likely to be enough pupils with special interests to constitute adequate classes in differentiated science courses. In such four-year high schools the following plan is recommended:

First year-General science, including hygiene.

Second year-Biological science, including hygiene; courses may consist of general biology, botany, or zoology.

Third and fourth year-Differentiated elective courses to meet special needs and interests as follows:

(a) Chemistry-General chemistry, and chemistry specialized for various curriculum needs, such as household chemistry, industrial chemistry, etc.

(b) Physics-General physics; and physics specialized for various curriculum needs, such as physics of the home, industrial physics,

etc.

(c) General geography, or physiography.

(d) Advanced biological sciences.

C. Four-year high school of medium size.-First year-General science, including hygiene.

Second year.-Biological science, including hygiene; courses may consist of general biology, botany, or zoology.

Third year. Chemistry, with emphasis on the home, farm, and industries.

Fourth year.-Physics, with emphasis on the home, farm, and industries, general geography or physiography, or advanced biological sciences.

D. Small high school.-First year.-General science, including hygiene.

Second year. Biological science, including hygiene; courses may consist of general biology, botany, or zoology.

Third and fourth years.-Elective chemistry and physics. In the mall high school it is desirable to alternate the courses in chemistry and physics in successive years.

NOTE. This report does not deal directly with agriculture and home economics, since there are separate committees dealing with those subjects and the reports upon those subjects constitute separate publications. The omission of a special report upon physiography and general geography from later pages of this report does not indicate that the committee would omit these subjects from secondary schools. The special committee on these subjects has not formulated a report. It is understood that a committee of the National Council of Geography Teachers will probably prepare a report upon geography and physiography in the high school.

PART II. THE PRINCIPAL COURSES IN SCIENCE.

I. GENERAL SCIENCE.

This introductory course in science is not a substitute for any one of the special sciences, but should provide a basis for discovery of interest in special sciences and of vocational opportunity. It should prove to be the best training for any pupils who can take only one course in science in high schools.

A. Selection and organization of subject matter.-The subject matter of general science should be selected to a large extent from the environment. It will therefore vary greatly in different communities. The science involved in normal human activities, and especially the science involved in the reconstruction period after the war, presents many real problems which must be met more inteiligently than formerly if there is to be the needed increase in effectiveness of the service which individuals and groups are expected to give. Science is universal and constant in the life of our citizens, and hence to be useful to all pupils general science must accept the science of common things as its legitimate field. The science of common use and that of the classroom should be the same. General science should use any phase of any special science which is pertinent in the citizen's interpretation of a worth while problem.

The particular units of study should be those that truly interest the pupils. Interest not only secures productive attention but is an evidence of attention. To be substantial educationally, interest must rest upon a sense of value, an evident worthwhileness in the topics considered.

No topic should be selected which is meagre in content or lacking in significant problems. The range of material which can be used is in reality limited only by the capacity, experiences, and needs of the pupils. The materials should be concrete and capable of leading to many avenues of new and untried experiences.

In organizing this material the topic should be the large unit to which many specific pieces of work are related. For example, a general topic such as fire may be selected. Many specific pieces of work will arise-one of practical value being "The Hot Air Furnace," or any other definite system of heating. The problems for solution under this topic will be varied and many, as: What causes the air to circulate? How does it circulate? How should pipe valves be arranged to cause equal circulation in all rooms of a house?

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