FOREWORD TO TEACHERS 



General science has attained a place in the curricu- 

 lum of the modern secondary school because it has 

 seemed to provide for certain needs in the growth of 

 the student through its contributions to the aims of a 

 liberal education. 



Science is continuously growing in importance in 

 everyday life. Varied responses and frequent adjust- 

 ments are required by a complex environment. Such 

 responses and adjustments demand (1) an under- 

 standing of those concepts of science which have in- 

 fluenced man's thinking; (2) the ability to apply 

 certain fundamental principles effectively in the con- 

 trol and interpretation of environmental forces; (3) 

 the formation of habits of work, and attitudes toward 

 scientific phenomena which will enable an individual 

 to cope with the situations of a changing world. 



This book has grown out of long experience in at- 

 tempting to solve some of the problems of classroom 

 instruction in general science, such as securing and 

 holding the interest of pupils ; the provision for indi- 

 vidual differences in students ; the closer coordination 

 of laboratory and textbook work ; provision for effec- 

 tive mastery of laws, principles, and facts ; fostering 

 a problem-solving attitude in the mind of the pupil ; 

 and the guidance of his study. 



Based upon a detailed analysis of the most com- 

 monly used textbooks, syllabi, and representative 

 courses of study, the book is thoroughly sound in its 

 construction. It has had experimental tryouts and has 

 been revised in the light of these findings. It has also 

 had the criticism of teachers and pupils who have used 

 it. 



The organization and the plan of the book are dis- 

 tinctive from the following points of view: 



1. The book provides the necessary tool materials 

 for a complete course in general science, workbook 

 exercises, laboratory manual, and textbook. These 

 parts do not appear as separate sections of the book, 

 but are carefully integrated in the development of the 

 course. There is also a separate workbook to accom- 

 pany the text. 



2. The book is based on the unit-topic-problem plan 

 of organization. 



3. The interest of the pupil is secured through in- 

 troductions which serve to give an overview of each 

 unit and at the same time focus the attention on its 

 major points. The development from topic to topic is 

 natural, and the student is challenged to work by the 

 appeal of achievement as he progresses through a 

 unit. Challenging exercises have been set into the 

 books which serve to help the pupil make application 

 of the materials learned while at the same time giving 

 training in the elements of scientific thinking. 



4. Provision for the development of scientific habits 

 of mind is made by fostering a problem-solving 

 method throughout. In the development of each topic 

 the student is called upon to solve carefully selected 

 problems. 



5. Individual differences of rate and capacity in 

 learning are provided for by the book. A student 

 works at his own rate through a unit. A list of sup- 

 plementary activities accompanies each unit of in- 

 struction and provides several types of activity suited 

 to a variety of interests. 



6. The study of the pupil is carefully guided. In the 

 development of each topic of a unit the attention of 

 the student is directed by study suggestions to im- 

 portant and difficult principles. New words and 

 phrases likely to be encountered are defined. 



7. The book closely coordinates the laboratory or 

 demonstration work with the text. Experiments which 

 may be done by either pupil or teacher are included at 

 the time in the solution of a problem when first-hand 

 knowledge is most helpful. The text material which 

 follows the experiments provides the pupil with a 

 well-rounded knowledge of a topic. Simple equipment, 

 available in any community, is used in the majority 

 of the experiments. Where more expensive pieces are 

 used, simple inexpensive substitutes are usually de- 

 scribed. 



8. Provision is made for wide reading on the part 

 of the pupil. To enable him to secure a broad view of 

 each topic and learn not to depend for information 

 upon a single source, page reference to most of the 

 commonly used general science textbooks is made 

 in each topic of every unit. A list of general supple- 

 mentary references on each topic is also included. 



9. A high degree of mastery of the laws, principles, 

 and facts is assured. In the development of each topic 

 there is included a statement of aims against which a 

 pupil may check his knowledge. A short mastery test 

 which enables the instructor quickly to catch un- 

 mastered items and provide remedial work at once is 

 also included with each topic. 



10. The book may be used with any teaching 

 method. Flexible in organization and plan, it is read- 

 ily adaptable to the individual, group, or any other 

 scheme of class organization. 



11. The responsibility for learning is largely as- 

 sumed by the pupil, thereby freeing the teacher for 

 the more important duties of stimulator, guide, and 

 helper. The grade placement of the book will be 

 largely determined by the organization of the system 

 in which it is used. It may be used in either the eighth 

 or the ninth year. 



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