General science is an attempt to get back to the valuable parts of the natural history of our fathers, the purposeful, dynamic, thoughtful but elementary interpretation of common significant problems. The kind of interpretation which physiography promised to give when it first came into secondary schools and which physiography may still serve to unify better perhaps than any other single branch of science.
The more fully directed study in general science and in other laboratory sciences presents an opportunity for individual, first-hand study of concrete things for experiment and interpretation of phenomena. But, as is true in other high school subjects, it is wasteful for the science teacher merely to assure himself that the pupils and materials are enclosed within the same room. Science in which we boast of concrete studies, of the laboratory method and of the possible significance of content that is unsurpassed, has sometimes become as formal in its home assignments as unlikely of achievement, its recitations as free from individual dynamic activity as any other subjects. It as well as the other subjects needs to be revived by use of its own concrete laboratory method. Laboratory teaching in science or other subjects may rise to the highest level of excellence or may descend to a meaningless mechanical manipulation that is deadening. But it is believed that-the laboratory method offers us an important method greatly needed in all our high school subjects, most seriously needed in the first years of the high school.
It must be obvious that if such methods of high school work as suggested by the experiments cited above are used, some important changes must be effected. Most important is wider recognition of real teaching, real development of pupil-power, as compared with assigning and hearing lessons and telling facts to pupils, in case they have not understood them. Recitations and class discussions and home assignments should not be wholly omitted, but these may profitably be much reduced. Then, when teachers direct their pupils in individual study of real situations, assignments may be expected to become more appropriate, more carefully planned, less frequently made at the close of the period as the class is starting from the room. The assignment is a highly important part of the period's work, and it is an educational misdemeanor to make an incomprehensible assignment.
The extension of these methods of study would help to eliminate some of the abuses of the ordinary class room recitation. With directed individual study, each would have fuller opportunity for work, and each must learn to work independently. It does not follow that all general discussion should be omitted, but in directed work there are ample opportunities for general discussions. Nor does it follow that no home work should be assigned.
A more intimate interest in each pupil is possible through class-
