THE LABORATORY METHOD 249 



at the close of the work, the single period pupils averaged 7 per cent, 

 above the double-period pupils. This experiment suggests a possible 

 waste of time in longer periods, possibly lack of readiness in attack- 

 ing work, of attention and high tension of effort throughout the period. 

 It is well known that appreciation of relative shortness of time avail- 

 able usually results in higher alertness, readiness of attack, higher tone 

 and more constant prosecution of the work in hand. It must be kept 

 in mind that the Murphrj^sboro experiment involves a small number of 

 pupils and withal may be more of a suggestion of method than of the 

 value of any particular length of period given to a study. Most teach- 

 ers who have tried class-room directed study find double periods, part 

 for study and part for general discussion, most effective. 



Variations of the above experiment are under way in other schools. 



Throughout the whole United States there has been a significant 

 attempt to introduce courses in general science into the first year of the 

 high school. While in different schools these courses vary largely in 

 their content, length and in many details of method, they agree in their 

 purpose of being less formal, less rigid and abstract than the highly 

 differentiated sciences, and in selecting and treating topics in science 

 in such ways that the pupils think through these topics with good 

 methods of thinking and with a knowledge content that appeals to the 

 pupils as being worth while. The dominant method is that of class 

 study of real things and real situations. An active attempt is made to 

 secure individual experimentation or individual study from every pupil. 

 The whole general science movement is an attempt to secure a scientific 

 method of work, upon concrete problems, the significance of which ap- 

 peals to the worker. We have been putting first-year pupils into formal 

 sciences which were beautifully organized and orderly, possibly even ele- 

 mentary from the point of view of the adult science and the research 

 student, but which are an abstract field to the pupil who has not been 

 led to rationalize the common phenomena of his surroundings. This 

 general science course has met a splendid response and its method has 

 resulted in more effective work in subjects other than science during 

 the first year and in the sciences in the following years. It is stated 

 by teachers and principals that where significant laboratory courses in 

 general science are given, fewer pupils fail in their work, more remain 

 in school in the second year, and there is a much larger demand in 

 subsequent years for courses that utilize laboratory methods, similar to 

 those of general science courses. The method and significant content of 

 the general science course seems to prepare in ability to work and in 

 desire to work in other laboratory courses. My own observation leads 

 me to conclude that the oft-made statement that pupils are naturally 

 averse to work, is much exaggerated. If properly guided to inde- 

 pendent, purposeful study, really significant work becomes a pleasure 

 to most pupils. 



