26 THE NATURE-STUDY REVIEW [6:1-Jan., 1910 



(b) As to maturity and equipment of pupil for pursuit 

 of differentiated sciences as now taught. 



(c) As to attitude toward industrial (or household) 

 science. 



7. Influence of college ideals and entrance requirements. 



8. Advantages to science afforded by sex segregation. 



V. CLOSER ARTICULATION BETWEEN NATURE- 

 STUDY AND SECONDARY SCIENCE IS DESIRA- 

 BLE, TO BE EVIDENCED IN NINTH GRADE 

 PUPIL 



By 1. Maintained interest. 2. A ready fund of con- 

 crete knowledge and varied experiences. 3. Manual and 

 sense disciplines. 4. Habits of study; in particular, the 

 scientific attitude. 5. Special equipment for the various sci- 

 ences. 



VI. TO ACHIEVE THIS END, NATURE-STUDY 

 SHOULD BE ORGANIZED SOMEWHAT AS FOL- 

 LOWS: 



1. Subject matter 



Although specific materials must vary with the 

 locality, certain dominant lines should run through 

 the grades and serve as dependable bases for sec- 

 ondary science. 



2. Course of study 



(a) Must be based on fundamental educational 

 principles derived experimentally, 

 (b) The studies must be sequential and cumulative. 



3. Method 



(a) Dignified. 



(b) Scientific. 



(c) On a laboratory and field basis. 



(d) Should center in problem-solving. 



4. Equipment 



(a) Each elementary school should possess simple, 

 generally useful apparatus. For example: 

 Platform balance, thermometer, metric rulers, 

 simple microscopes, compound microscope, horse- 

 shoe and bar magnets, compass, prism, lenses, 

 rubber and glass tubing, air pump, acid, alkali, 

 litmus, flower pots, tumblers, bottles, etc., etc. 



(b) A working museum should be available. 



(c) A school garden is highly desirable. 



