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in science. In consequence of the limited time given to each 

 science, there is an attempt to cover too much territory in the 

 allotted time. The pupil, instead of feeling the growth of 

 power and grasp of the subject, is apt to be overwhelmed and 

 paralyzed by matter that he cannot assimilate. Fpurth, the 

 pufre science courses are organized in such a way that courses 

 in applied science cannot be articulated with them and cannot 

 take advantage of the expensive laboratory equipment of the 

 pure sciences. Fifth, the inflexibility of the curriculum and the 

 inadequate organization of the science courses have resulted in 

 the establishment of many separate schools of agriculture and 

 other industrial sciences. 



It is not within the province of this paper to propose remedies 

 for the cure of these defects. If a solution of the problems 

 were easy, it doubtless would have been hit upon long ago. In 

 closing, however, I would like to suggest what I think are the 

 lines the reorganization of science must tae. These lines are 

 first, foundational science in the first year of the high school; 

 second, more time for each of the pure sciences; third, courses 

 in applied science should be articulated with the pure sciences ; 

 fourth, all high schools in towns and cities tributary to agricul- 

 tural districts should have a carefully planned course in agri- 

 culture and sufficient farming land for practical laboratory work. 



It has been indicated that elementary physics and chemistry 

 should be given in the first year as a foundation for courses in 

 applied sciences and for the pure sciences as well. I would 

 suggest a half year of physical geography, made less technical 

 than it is usually given, followed by a half year of elementary 

 physics and chemistry, this to be perequisite for all science 

 courses, or a full year of general science consisting of physical 

 geography and biology the first half and physics and chemistry 

 the second half. In this latter case a more advanced type 

 of physiography could be given later in the course. 

 Physiology, now required in the first year, should follow 

 zoology in the third year, but if it cannot be taken from the 

 first year then it might be given without home work in infor- 

 mal lectures on hygiene and physiology, as an extra, time being 



