OKLAHOMA ACADEMY OF SCIENCE 35 



Disposition. 6. Physical peculiarities. 7. ' Mental peculiarities. 8. 

 Recurrence of peculiar action. 9. Early training. 10. School 

 career. 



He describes in detail a young man who appears morally de- 

 generated, his only good points seeming to be a good ear for 

 music and a rather unusual knack for repairing automobiles. The 

 aims of psycholocial investigation are: — 



1. The betterment of the individual. 



2. The question arises, also, how much injury does the pre- 

 sence of the abnormal immoral do to his school-mate? 



3. Another result is to exert suificient influence and restramt 

 to prevent him from becoming a criminal and a danger to' society 

 at large. 



PEDAGOGICAL FALLACIES IN TEACHING 

 PHYSICS 



J. Garrett Kemp, 1917. 

 (Abstract) 



Physics text-books teem with pedagogical fallacies. Some of 

 these fallacies are: (1) ambiguity of terminology, (2) inaccuracy 

 of definition of ideas, and (3) failure to organize the subject for 

 simplicity. Examples of these fallacies are given. If these falla- 

 cies were corrected, physics could be made simple and more in- 

 spiring to the student. 



BIOLOGICAL FIELD WORK 



Sister M. Agnes, 1917. 

 (Abstract) 



A love of nature impels students to delve deeply into its sec- 

 rets and by constant and close observation, nature is forced to give 

 out one true requisite of happiness in this life, something of which 

 mankind is always in search and that is knowledge. As a logical 

 consequence of this we contend that biological field work requires 

 that wc have not only the eyes to see Imt it demands that we read 

 aright what vv^e see. Unless we have' deeply studied their life pro- 

 cesses we cannot understand the- beauty and order in the gradual 

 evolution of plant and animal life. 



