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GENERAL PREFACE 



Never before in this country has there been so insistent a 

 '^demand for a more thorough and more comprehensive system 

 Z-pf instruction in practical science. Forced by recent events to 

 O compare our education with that of other nations, we have 

 n suddenly become aware of our negligence in this matter. Now 

 industrial and educational experts and commissions are united 

 z? in demanding a change. 



- While on the whole there has been a steady increase in the 

 amount of time given to science work in the secondary and ele- 

 mentary schools, the attention paid to it, especially in the 

 elementary schools, has been somewhat spasmodic, and its 

 administration has been more or less chaotic. This is not due 

 to lack of interest on the part of school officials but to their 

 dissatisfaction with the methods of instruction employed. 

 ^ There is no doubt that superintendents would gladly introduce 

 ~ more science if they felt sure that the educational results would 

 _j be commensurate with the time expended. This is indicated 

 -^ by a recent survey of about one hundred and fifty cities in 

 "" seven states of the Central West. The survey shows that two- 

 thirds of them have nature-study in the elementary schools and 

 -, that all are requiring some science for graduation from the high 

 ^ school. The average high school is offering three years of science. 

 ^ Since 1900 there has been a greater increase in the percentage 

 of students enrolled in science in the high schools than in any 

 It! other subject with the one exception of English. Moreover, 

 j greater attention is now being paid to the training of teachers 

 &: in methods of presentation of science. 



jj The chief needs in science instruction today are a more 

 ^ efficient organization of the course of study with a view to its 

 - socialization and practical application, and a clear-cut realiza- 



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