viii FOREWORD TO THE TEACHER 



Emphasis in science teaching is coming, more and more, 

 to be placed on method, on problem solving, and on the use 

 of science facts in the solution of such simple problems as 

 are within the pupils' comprehension. Although generali- 

 zations and fundamental concepts are teachers' goals, they 

 are not so evident to the pupils. Therefore science courses 

 must lead the child to see and later to understand the 

 reasons for many simple demonstrations and experiments 

 to the end that these understandings will lead to the goal 

 of forming correct generalizations. Mature generaliza- 

 tions are not the immediate goal ; it is the forming of 

 these generalizations through science experiences gained 

 through the usage of science materials that makes for the 

 best teaching of science. Moreover, these generalizations 

 should be so mastered that they may be used by the 

 student in explaining new science experiences with which 

 he is continually coming in contact. Thus his knowledge 

 is made usable and applicable. Science teaching will 

 never function with the mere learning of generalizations; 

 they must be used and applied intelligently in other science 

 situations. 



Our coming social group is bound to have more leisure 

 time, as the economic conditions in the future will doubtless 

 make for a substantially shorter working day and more 

 and more time for avocations. The place of science in 

 the junior high school points primarily to adjustment of 

 the pupil to his environment so that he may best use 

 these leisure hours. Science can do much for him in 

 awakening interests and making hobbies worth while. 

 Hobbies are important, both for young people and for 

 older ones : collecting, fishing, hiking, keeping pets, 

 gardening, anything that makes for intelligent interpre- 

 tation and use of the environment. 



This series of texts has been prepared keeping in mind 

 not only the recommendations of the most scientific 



