250 TEE POPULAR SCIENCE MONTHLY 



General science is an attempt to get back to the valuable parts of 

 the natural history of our fathers, the purposeful, dynamic, thoughtful 

 but elementary interpretation of common significant problems. The 

 kind of interpretation which physiography promised to give when it 

 first came into secondary schools and which physiography may still 

 serve to unify better perhaps than any other single branch of science. 



The more fully directed study in general science and in other labo- 

 ratory sciences presents an opportunity for individual, first-hand study 

 of concrete things for experiment and interpretation of phenomena. 

 But, as is true in other high school subjects, it is wasteful for the 

 science teacher merely to assure himself that the pupils and materials 

 are enclosed within the same room. Science in which we boast of con- 

 crete studies, of the laboratory method and of the possible significance 

 of content that is unsurpassed, has sometimes become as formal in its 

 home assignments as unlikely of achievement, its recitations as free 

 from individual dynamic activity as any other subjects. It as well 

 as the other subjects needs to be revived by use of its own concrete labo- 

 ratory method. Laboratory teaching in science or other subjects may 

 rise to the highest level of excellence or may descend to a meaningless 

 mechanical manipulation that is deadening. But it is believed that -the 

 laboratory method offers us an important method greatly needed in all 

 our high school subjects, most seriously needed in the first years of the 

 high school. 



It must be obvious that if such methods of high school work as 

 suggested by the experiments cited above are used, some important 

 changes must be effected. Most important is wider recognition of real 

 teaching, real development of pupil-power, as compared with assigning 

 and hearing lessons and telling facts to pupils, in case they have not 

 understood them. Eecitations and class discussions and home assign- 

 ments should not be wholly omitted, but these may profitably be much 

 reduced. Then, when teachers direct their pupils in individual study 

 of real situations, assignments may be expected to become more appro- 

 priate, more carefully planned, less frequently made at the close of the 

 period as the class is starting from the room. The assignment is a 

 highly important part of the period's work, and it is an educational 

 misdemeanor to make an incomprehensible assignment. 



The extension of these methods of study would help to eliminate 

 some of the abuses of the ordinary class room recitation. With directed 

 individual study, each would have fuller opportunity for work, and 

 each must learn to work independently. It does not follow that all 

 general discussion should be omitted, but in directed work there are 

 ample opportunities for general discussions. Nor does it follow that 

 no home work should be assigned. 



A more intimate interest in each pupil is possible through class- 



