committee] BELA TION OF X 1 Tl RE-STUD Y TO SCIENi 'E 25 



IV. THE PRESENT CONDITION OF SECONDARY 

 SCIENCE. 



i. A period of unrest and inquiry; new demand for defi- 

 nition of aims, formulation of principles and organization of 

 courses. Evidenced by literature, programs of meetings, 

 the demand for vocational education, the "new movement 

 in physics teaching", the purposes of the American Feder- 

 ation of Science and Mathematics Teachers, etc. 



2. Variance in curricula, as to 



(a) Sequence of sciences. 



(b) Length of courses (term, semester, year; also 

 periods per week). 



(c) Required subjects. 



(d) Organization of courses, as determined by purposes 

 for which they are taught. 



3. The proposed first year general science course. 



(a) As expedient until Nature-Study comes into its 

 own, affording an organization of the knowledge of en- 

 vironmental materials. 



(b) As an introduction to the differentiated sciences which 

 come later. 



(c) As furnishing a necessary life view. 



4. Characteristics of the present secondary science 

 courses, as to aims and content. 



General status of 

 Physiography Physics Astronomy Physiology 



Botany Chemistry Agriculture 



Zoology Geology General Science 



5. Preparation of teachers. 



(a) In special field. 



(b) In general educational ideals and practice. 



(c) In sympathetic touch with the elementary school. 



6. Preparation of pupils. 



(Note the universally admitted "gap" between elementary 

 school and secondary school. Cause of this gap? Are we to 

 find its explanation in the pupil, the teacher or the system? 

 Attempts to close it.) 



(a) As to maintained interest 



where Nature-Study is not taught, 

 where Nature-Study is badly taught, 

 where Nature-Studv is well taught. 



