Day? Outo State ACADEMY OF SCIENCE 
not be satisfied to give up his class until his pupils are acquainted 
in a general way with the whole vegetable kingdom and can 
look with intelligent eyes upon the thousands of plants that sur- 
round them, from the lowest to the highest, and are acquainted 
with the great facts that underlie the science of vegetable 
physiology. 
Zoology is another study that is destined to occupy the 
attention of our educators 1n the future to a much greater extent 
than it has in the past. However, once that the foundation prin- 
ciples of plant life have been well grounded much less time need 
be spent on this study than on Botany, in order to give the class 
as good an understanding of the animal kingdom as they have 
of the vegetable. 
Nowhere in the whole course of study can such an oppor- 
tunity be found to emphasize the importance of scientific classi- 
fication as in the two branches just mentioned. Every successful 
man has his business systematized, and system means nothing 
but scientific classification. It seems to me that the teacher 
who does not bring out this principle misses the greatest oppor- 
tunity that is offered to him. 
Need anything be said of Mathematics and Physics? The 
former, by unanimous consent has long occupied a most prom- 
inent place in every course of study, and in recent years the latter 
has also taken its proper place as is made manifest by the fact 
that all high school teachers are now required to pass an exam- 
ination in it before they are given a certificate to teach. This as 
you are aware only became law at the last session of the Ohio 
legislature. 
Perhaps greater difficulty will be encountered in the syste- 
matic introduction of Chemistry into our high schools than in 
that of any other branch of science. This arises because of two 
conditions: first the expensive apparatus required, and second, 
the amount of time necessary for laboratory work, without which 
Chemistry is of little value. In no other branch of science 
teaching is there so little system and harmony. Even our colleges 
and universities can not agree upon what they want for admis- 
sion. Some require a year’s work with plenty of laboratory 
work, while others require none at all. Still others will accept-a 
year’s work, counting it as a science credit, for entrance, yet give 
no credit for it once the pupil is admitted. So long as this state 
of affairs exists in the college, little but chaos can be expected of 
the high schools. 
As yet, the teachers of Chemistry in our high schools are not 
agreed as to the nature of the work that they should give their 
pupils. Some think a thorough grounding in the foundation 
principles of the science should be insisted upon, with a well 
