EDITORIAL. 203 



year seems to be evidence of a growing attempt to remedy this con- 

 dition and make the science work of this year more consistently 

 introductory to that w^hich follows. In the case of at least three of 

 these subjects there is a suggestion of appreciation of the value of 

 supplying in the first year a practical motive through which to enlist 

 the student's interest in the later subjects. And herein seems to be 

 the beginning of a valid pedagogical arrangement of the science sub- 

 jects in the high school. 



One great desideratum in science, as in all other school subjects, is 

 such a presentation of the subject-matter as will best appeal to the 

 student's personal interest in the further pursuit of the study. And 

 such an arrangement would properly take the place, if necessary, of 

 any logical or merely economic arrangement of subjects from the 

 standpoint of school convenience or expense. In short, it should take 

 the place of any arrangement whatever of subject-matter which the 

 student ought to like but does not in fact. 



Physical geography, physiology, hygiene, or biology, as being the 

 study of real life or its conditions, ought to be interesting to all first- 

 year high school students. Common observation, however, shows 

 that these subjects generally fall short of developing such interest. 

 Even ■' general science " usually fails to supply an economic motive to 

 further study, though it has some advantages in developing a taste 

 for further investigation in pure science for the sake of culture or 

 general information. 



In contrast with these facts, experience has already shown that 

 domestic science, the mechanic arts, and agriculture, as first-year high 

 school subjects, do furnish an almost compelling motive to further 

 scientific study for the sake of information that can be used, either* 

 for the betterment of the individual or of the race. The proof of 

 these results can be seen, of course, only in actual observation of the 

 teaching of these subjects, but the reasons for the appeal which 

 industrial study makes to the student's interest are not difficult to 

 understand, and the practical teaching advantage of approaching 

 science study through this means of motivization will become in- 

 creasingly evident as courage is found to depart from the present 

 irrational sequence of science subjects in the usual high school course. 



The basic materials of civilized life come from the earth, and are 

 chiefly the products of agriculture. Their elaboration, manufacture, 

 and dissemination is the business of the mechanic and commercial 

 industries. Their actual use, and all the multifarious interests and 

 activities of mankind — social, political, and educational — are resul- 

 tants of the racial instinct of home making. Considered in its com- 

 prehensive sense, as an art, a science, and a mode of life, agriculture 

 embraces some phases of all the other activities ; but considered merely 



