92 ILLINOIS ACADEMY OF SCIENCE 
4. Standpatters in science are now face to face with a con- 
dition, not a theory; it behooves the adherent of “pure science” 
to wake up if they would have the best elements of the old 
regime preserved. 
5. Reorganized science for the first two years of the high 
school should preserve the elements of historical significance 
and scholarship from the old and incorporate them with the 
elements of real worth and interest from the new. 
6. The “ordinary” four-year high school is impossible of 
definition; it may have two teachers or it may have twenty 
teachers; it may be strictly rural, or it may be strictly urban 
in character. 
7 
‘. Itis highly desirable that a nucleus of the science course 
shall be found which is equally applicable to high schools of 
every character; such a course must meet the needs of all 
classes of high school students. 
8. Such a stem course is possible; it may as well be known 
as a two-year required course in general science. Such a course 
should be organized from the materials found in the pupil’s en- 
vironment; the first year’s work should be found in a study of 
the home, the school and street leading from the home to the 
school and should be largely physical science material. The 
second year’s work should consist of a study of an outer circle 
of environment, plant and animal life in the garden, the or- 
chard and the field, together with personal hygiene and com- 
munity sanitation. 
9. In this stem course human welfare will be everywhere 
emphasized. Its purposes and methods will differ much from 
those of either the old special sciences or the new applied 
sciences. 
10. This stem course must not be the only science offered in 
the high school; it must be followed by elective courses in agri- 
culture and domestic economy and courses in the special 
sciences to the extent that the facilities of the school admits. 
11. If the 6-5-3 plan is adopted the stem two-year course in 
general science may well be put in the eighth and ninth grades. 
