ENTRAN'CE UNITS 43 



credit will be given for less than a one year course, done with effective, 

 individual laboratory work. 



5. GENERAI, SCIENCE, y 2 to I unit. 



The General Science offered in the first or second year of the high 

 school has a double purpose: first, to meet the needs of those who drop 

 out of school after the first year and therefore receive no further training 

 in science; second, to serve as an introductory and preparatory course for 

 those who will take more advanced study in science. Science for the first 

 year should not be too technical or go too much into detail. The teacher 

 at the same time should avoid giving a smattering of physics, physiography, 

 botany, etc. The natural phenomena with which everyone is familiar 

 should be explained scientifically Physics, chemistry, biology, hygiene, 

 physiography, as applied to every day experiences should be taught. 



6. GEOLOGY, y 2 unit. 



7. PHYSICAL GEOGRAPHY, ^ to 1 unit. 



A half year should be devoted to the subject, and in exceptional cases, 

 in the midst of rich geological areas, a year may be given In any case 

 there should be much field work, with suclfuse of the laboratory as the 

 skill of the teacher and material available will warrant. The subject 

 should come in the early part of the course, usually the first semester. 



8. PHYSICS, 1 unit. 



One year should be given to this subject, at least two double periods 

 each week being devoted to the laboratory. In the laboratory students 

 should work singly, or in small groups. Each student should perform at 

 least thirty individual experiments, about twenty being quantitative, each 

 illustrating an important physical principle. 



While the whole. field of physics should be covered during the course, 

 less emphasis should be placed upon the amount of data and disconnected 

 facts than upon the explanation of every-day physical phenomena and 

 thorough drill in fundamental principles. 



Physics should come in the last year of the high school course, or in 

 the last but one. 



9. PHYSIOLOGY, y* unit. 



No one should attempt to teach a subject so vitally related to the wel- 

 fare of the community unless he has had special preparation in the labora- 

 tories of a higher institution. A teacher properly trained is the prime 

 essential for the successful teaching of physiology. 



A trained teacher will give due place to the laboratory work of a course 

 in physiology, largely through demonstrations and simple experiments. 

 The compound miscro'scope should be used occasionally, but macroscopic 

 studies are more important. A large place in the course should be left for 

 such practical topics as diet, sanitation, and personal hygiene. 



The work in physiology may well form the second semester of a year's 

 course in biology, the first semester being devoted to zoology. 



10. ZOOLOGY, ^ to 1 unit. 



