March 26, 1897.] 



SCIENCE. 



503 



of mere recitations than it is to give desi- 

 rable instruction in chemistry or physics 

 in this old-fashioned way. 



The entrance examination in physical 

 geography should then not be merely a set 

 of questions upon the subject matter of a 

 book, but also questions concerning the 

 physical features of the neighborhood, and 

 others which should prove the ability of 

 the student to observe and to think. This 

 should be supplemented by a note-book 

 containing the record of the laboratory 

 work actually done. 



This is a statement of my conception of 

 the results which we are to aim to obtain. 

 How we shall reach the desired end is quite 

 another matter, and one which certainly 

 cannot be considered here. If we can be- 

 come agreed concerning the goal, the means 

 of approaching it, or even reaching it, will 

 be found. I believe that we should first of 

 all lay down a wise plan, and then try to 

 follow it. A committee should be appointed 

 to consider various suggestions and decide 

 upon the best; then bring it before the 

 society. After the plan is finally decided 

 upon, the concentrated effort of our mem- 

 bers will make it a success, provided it is 

 a wise plan. 



I have, therefore, spoken rather concern- 

 ing the principle at large than concerning 

 the particular claims of physical geography, 

 or the means by which instruction in this 

 can be given. The subject has claims 

 which in any wisely made plan of procedure 

 must be recognized. If it seems necessary 

 to go over these claims it can be done. The 

 subject offers a means of furnishing valua- 

 ble discipline. Already enough has been 

 written upon this subject to serve as a basis 

 to guide the teachers along the proper line 

 of advance in the mode of instruction in 

 physical geography. 



Discussion — The Earth Sciences. By Richard 

 E. Dodge. 



The Earth Sciences, including meteorol- 

 ogy, geology and physiography, should most 

 emphatically have a prominent place in the 

 curriculum of the secondary and grade 

 schools, for many reasons. They are capable 

 of arousing the best mental faculties ; they 

 train observation and reasoning ; they bring 

 the child more closely in contact and sym- 

 pathy with the world about him than do 

 any other group of sciences. Once love for 

 nature is aroused, the stimulation for deeper 

 study follows without fail. 



In the study of this group of sciences, as 

 well as in all other sciences, the training 

 should be largely by the laboratory method, 

 and the laboratory should be out of doors 

 as far as possible. In the progress of the 

 work, the study of facts and the representa- 

 tions of facts should be augmented by a 

 series of developmental exercises designed 

 to lead up to and develop principles. 



The method to be employed depends 

 largely upon the personality and ability of 

 the teacher, and no one method can be 

 prescribed as a sure panacea for all ills of 

 science teaching. Each teacher must aim 

 to bring out scientific principles by some 

 method demanding reasoning on the part of 

 the pupil and causing advance from the 

 simple to the complex. My experience has 

 shown that such aims can well be accom- 

 plished if the facts be given by making the 

 pupil solve a progressive series of related 

 problems, each problem being solved through 

 a similar series of related questions. The 

 advance is thus by steps toward the end 

 sought, each step being secured by a focali- 

 zation of ideas toward the point in mind. 

 Such a method of presentation is rational 

 and scientific and is as capable of applica- 

 tion in the grades as in the higher schools. 



The simpler facts and principles should 

 be crowded back from the high into the 

 lower schools, and we cannot better the 

 work in the higher schools until we have 

 made the proper beginnings in sciences in 



