PREFACE 



DURING the past few years there has been much discussion as to 

 the best method for the teaching of Elementary General Science, 

 the subject matter to be included, and the best arrangement of this 

 subject matter. 



After years of experience in teaching Elementary General Science 

 from many outlines and through the use of many methods, the 

 author has become firmly convinced that there is only one way in 

 which the subject can be so taught as to mean much to the student. 

 That Elementary General Science should prepare students merely 

 for further pursuit of the various sciences included in this subject 

 is an altogether narrow and unprogressive idea. The proper basis 

 for the teaching of this subject is the environment of the student. 

 From this point of view the textbook should so emphasize the funda- 

 mental facts and phenomena of nature that they are made of vital 

 interest to the student and yet are at the same time scientifically 

 presented, easily comprehended and useful both in the future study 

 of science and in everyday life. 



For several years the author has endeavored to discover through 

 the use of tests and experiments what methods of presenting the 

 subject best arrest the attention and hold the interest of the student. 

 He has continually urged his classes to ask questions about every- 

 thing they see of which they desire an explanation. By this method 

 were gathered over one thousand questions differing much in type. 

 Finding that most of the questions seemed to center about the home, 

 the author one day drew on the blackboard a large diagram of a 

 house. Each class has developed this diagrammatical outline from 

 the questions asked, observations made and material nearest at 

 hand. The use of the diagram led the author to see the desirability 

 of using the home as the center around which the subject matter of 



ix 



