420 
York City, outlining the course of study 
and method of work in zoology in the De- 
Witt Clinton High School. 
‘Zoology in Secondary Education’ was 
discussed by Professor Jacob EH. Reighard, 
of the University of Michigan. Professor 
Reighard held (1) that science teaching in 
secondary schools should have for its object 
the developing of scientific method (intel- 
lectual) rather than the imparting of infor- 
mation, and that it should be disciplinary 
rather than technical; (2) that biology 
does not resolve itself in the final analysis 
into physics and chemistry ; that it is a 
distinct science with its own principles, 
and that its intellectual methods are there- 
fore distinctive and different from those of 
physics and chemistry; (3) that the intel- 
lectual methods of the biological sciences 
are like those employed in the historical, 
social and other humanistic sciences; (4) 
that properly conducted biological work in 
secondary schools therefore affords the best 
possible training in those intellectual meth- 
ods which are of the most value to the 
future citizen, for it trains for citizenship ; 
(5) that the biological sciences are homo- 
geneous, in the sense that there is no neces- 
sary sequence of parts, and, aside from 
practical considerations, their study may 
be taken up at almost any part and pursued 
in any order of parts. The paper also 
dealt with the question, What biology is it 
possible to teach in secondary schools, and 
what parts of the subject are of highest 
training value? 
In the earth science section Professor F. 
M. MeMurry, of Teachers College, Colum- 
bia University, spoke on ‘ Controlling Ideas 
in Geography Work in the Grade,’ main- 
taining that the basal units of. geography 
ought to be taught far more fully than has 
heretofore been the case, that the proper 
presentation of these units calls for numer- 
ous excursions and the type treatment of 
topics, that the latter provides for far more 
SCIENCE. 
[N. S. Vou. XIII. No. 324. 
frequent and effective reviews than have 
been customary, and that there is an ex- 
tensive causal sequence in geography, the 
beginning point being physiographic and 
climatic conditions. 
Professor Albert P. Brigham, of Colgate 
University, followed with an address on 
‘The Personal Equipment of Teachers of 
Geology and Geography.’ The teacher 
should feel genuine interest in his work and 
ought to have had as much field experience 
as possible, including detailed and care- 
ful observation and description. Verifica- 
tion in the field of the results obtained by 
others should also be practised. The ac- 
quirement of full knowledge of some one 
phase of the subject is highly desirable. 
The economic bearings of the subject ought 
not to beneglected. Acquaintanceship with 
other workers in the same field is to be cul- 
tivated, and attendance at meetings of 
scientific societies should be both a duty 
and a pleasure. The teacher needs also to 
possess a well-selected library and to be 
familiar with its contents. 
The last paper in the section was by Pro- 
fessor Amos W. Farnham, of the State 
Normal School, at Oswego, on ‘ The Purpose 
of Geography.’ It is the purpose of geog- 
raphy to take into account all those phys- 
iographice elements, ina related way, which 
are of use to man, and those, also, which 
hinder his progress. The child regards the 
various earth forms of his environment as 
sources of enjoyment and of interest. 
Later, he learns the economic importance 
and the physiographic effect of climatic 
changes, rainfall, the flow of streams, the 
amount of sunshine, the effects of drought 
and soon. G eography cultivates the pupil’s 
intellectual processes, stimulates his emo- 
tional nature, and leads him to realize man’s 
dependence upon, as well as to understand 
his control over, the forces of nature. 
In the nature study section, E. Howard 
Eaton, of the Bradstreet Preparatory School 
