A REPORT ON THE WORK OF THE NATIONAL COMMITTEE ON SCIENCE TEACHING ROBERT L. EBEL Edison Institute High School, Dearborn, Michigan THE National Committee on Science Teaching con- ing in terms of the abandonment of traditional subjectvened for its fourth meeting Wednesday morning, matter harriers, so that chemistry, physics, biology, or February 21, 1940 in the Jefferson Hotel, St. Louis. even science itself will cease to appear in the curriculum The thirteen members of the General Committee pres- as isolated subjects. Others conceive no such drastic ent a t this meeting included representatives of the changes, but foresee a decided change in emphasis American Association for the Advancement of Science, within the subject-matter boundaries. Certainly, the the American Chemical Society, the American Nature Committee is approaching the problem with an open Study Society, the Association of Science Teachers of mind. No vested interests, however strong, appear the Middle States, the Central Association of Science able to influence the recommendations of the Comand Mathematics Teachers, and the Department of mittee from a selfish point of view. It is significant that this Committee, having set up Science Instruction of the National Education Association. On Thursday and Friday, some fifty consultants effective living in a democracy'as the inclusive purpose met with the general committee, and the whole group of American education, has adopted the democratic divided into several sub-committees to study particular spirit and democratic procedures in its own deliherations. Policies are shaped and decisions made only problems. At this date it is impossible to foresee what the final after full, free, and open discussion. A determined product of the committee will he, but the point of view effort is being made to obtain th6.cooperation of inof the committee is crystallizing alon8 the following dividual classroom teachers in every part of the counlines. The principal job of the public schools is to try. The report of this Committee is not to he the prepare all of the children for effective living in a edict of a grand council. Rather i t is to he the distilled democracy. To that end, our educational program judgment of all the science teachers who are willing to must be redirected to meet, directly and specifically, participate. While this method of procedure is not the the personal and social needs of all of the children. swiftest, nor outwardly the mast efficient, it is fundaScience teaching can contribute to this sort of edu- mentally democratic, and has the tremendous adcational program by developing such information, vantage of developing a group of classroom teachers generalizations, skills, attitudes, and appreciations as who speak and think in common terms. In the long are necessary for such things as critical thinking, in- run, i t is the individual teachers whose work will detelligent consumption, conservation mindedness, health, termine the success or failure of any program of science safety consciousness, occupational perspective, recrea- instruction. Any chemistry teachers who are concerned with the tional interests, a satisfying world picture, and the support of scientific endeavor. The method of science future of science education, and who are willing to exteaching can contribute much to the development of pend some effort, are strongly urged to join in the work problem-solving ability if teachers can be persuaded to of this Committee. Communications may he adanswer pupil questions not with information, but with dressed either to the general chairman, Dr. Ira Davis, University High School, Madison, Wisconsin, or to the the counter-question, "How can we find out?" The educational philosophy of the Committee is representative of the Division of Chemical Education, well balanced between the extremes of progressive and Robert L. Ebel, Edison Institute High School, Dearconservative thought. Some of its members are think- born, Michigan.
