GENERAL PAPERS 133 
There is, however, a still better way of solving the problem. 
The college can select from its faculty a man who can appre- 
ciate the specialist’s point of view and who can yet see the 
science field as a whole, a man who can make for this purpose 
a re-synthesis of science out of the fragments into which, for 
purposes of intensive study, it has been broken. This man 
can present to students of the third or fourth year a course in 
the “Teaching of Science.” Asa prerequisite, students should 
be required to take courses in both the physical and biological 
branches of science. The course could include a rapid sur- 
vey of the special sciences from the high school point of view. 
The salient principles of the sciences, the text books available, 
the laboratory facilities to be expected, the adaptation of simple 
apparatus where the more technical is not present, the methods 
of presentation, the results to be expected from students—all 
these could form part of such a course. In this way the ele- 
ments of some sciences not ordinarily taken by college students, 
such as astronomy, may be added to the graduates’ equipment. 
The adoption of such a course will mean that in many col- 
leges a specialist in one science will have to give the course in 
science teaching; in the larger schools a man will be found 
who can devote himself to this work, And the student in the 
larger school need not give up specialization, either. But to 
the student who majors in biology the teaching course will 
give aid in the physical sciences, while to the student of phys- 
ical science it will give the necessary minimum of biology. To 
both classes the course will give the equipment and point of 
view needed for the presentation of introductory science, or 
general science, in the junior high school or in the first year 
of the ordinary high school—a need not met by any college 
science courses of the present time. 
Some may suggest that several members of the faculty 
should join in giving such a course, each presenting his spec- 
ialty. To such the reply is that this ought not to be a vaude- 
ville performance ; there must be one teacher. If the college is 
unable to muster enough unification of purpose to give such a 
course, it can not fairly expect the student to do so. Another 
objection will be that the specialist will not be willing to de- 
vote himself to such work, yet every month or two, even now, 
we hear of a science specialist who goes over into science edu- 
cation in a university school of education. The arrangement 
