74 ILLINOIS ACADEMY OF SCIENCE 



campaign in the commimity of the school. Such a cam- 

 paign involves many problems which a class of pupils may 

 work out under suitable direction, and if the flies are 

 actually eradicated, the act is carried to completion in its 

 natural setting. Kow, if this is a project, there is nothing 

 in it to be afraid of. Furthermore, it is not altogether 

 new. I had carried out a fly eradication campaign in my 

 community some years before I recognized the act as a 

 project, and yet I believe that it is a perfectly typical 

 example. So, the project, being not entirely new, being 

 now clearly worked out as a definite and workable device, 

 and being in this form an altogether desirable addition to 

 our collection of recognized teaching devices, is no longer 

 a cause for strife or ditference of opinion. 



Following this paper, we had a sort of symposium on the 

 topic : "The High School Science Curriculum, with Spe- 

 cial Reference to the Common Pabulum of Science.'' This 

 consisted of five papers, one by a representative of each of 

 the five science sections of the Conference. 



All of these papers except one which was only a little 

 discordant, and nearly all of the general discussion which 

 followed seemed to be in substantial agreement w^ith the 

 resolutions which were finally adopted by unanimous vote 

 of the meeting. The following is the resolution : "Be it 

 resolved that we pledge our united support to the following 

 program for science instruction in the high school : 



First : Two full year-courses in what shall be essentially 

 fundamental science; this work to be given in the first two 

 years of the high school, or wiiere junior high schools 

 exist, the same work may be done in the eighth and ninth 

 grades, or spread over the seventh, eighth and ninth 

 grades; this work to be required of all students, insofar 

 as it is administratively possible. 



Second: As many full-year courses in the applied sci- 

 ences, and pure sciences, should be given the later years of 

 the high school course as there is demand for, and as the 

 size of the faculty and equipment of the school will permit. 

 These later courses, unless it be in the case of agriculture 

 and home economics for certain groups of students, should 

 be purely elective, and should be so organized and taughc 

 that eacli year course may answer as the equivalent of a 

 first semester course in the subject in college." 



