SUGGESTIONS TO TEACHERS 



A FEW suggestions as to the use of this book may be helpful 

 to the teachers who are using it. A glance will show that it 

 is a textbook to be studied not a reading book. The text 

 of each chapter is organized in sections, which are numbered, 

 and the subject of each section is given in heavy type. This 

 will help the pupil to know what he is studying about before 

 he begins a new subject. 



A scientific term printed in heavy type usually serves to 

 call attention to a definition or an explanation of the term 

 in the same sentence or closely following it. This seems, for 

 the first year science pupils, a better way to learn the use 

 of words than by consulting a glossary or a dictionary. It 

 will be helpful for the pupil to write out with each lesson the 

 definition of the words occurring in heavy type. That gives 

 him practise in stating definitions in good form, and helps 

 him to avoid such expressions as "a force is when/' "a 

 mountain is where," etc. 



A large dictionary not one of the "handy" size should 

 be a constant book of reference for words not strictly scien- 

 tific but not in the pupil's every-day vocabulary. Pupils 

 should be cautioned not to take the first definition given but 

 to look for a distinction between general and scientific use 

 and to learn the latter definition. 



The exercises at the end of each chapter are not, in the 

 ordinary sense, a review of the chapter. They are more in 

 the nature of a test to see if the pupil can apply principles 

 just learned. The exercises may be used as a test after 

 completing the chapter, or may be selected, a few at a time, 

 to accompany the subjects to which they apply. Not only 



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