The Thirty-First Yearbook of the National Society for the Study of Education. Part I. A Program for Teaching Science. chairman, Teachers S. RALPHPOWERS, College. New York City. GUY MONTROSE WEIPPLE, Edilm. Public Schwl Publishing Co., Bloomington, Illinois, 1932. aii f 370 pp. 15 X 23 cm. $2.50 cloth; $1.75 paper.
ing of science which in some of its phases may not "inevitably alter the complexion of science teaching in the public schoold' for the worse, rather than the better. With the fundamental position of the committee that "learning is a continuous and gradual process which begins in infancy and continues throughout the period of life" without sudden and relatively abrupt changes, the writer is in complete sympathy, as also with the conclusion that "beginning with the elementary school and continning through the secondary school we should have a continuous andcorrelated program of science." We are furthermore in sympathy with the program of sciencz submitted for
This 366-page report on "A Program far Teaching Science" is the outcome of two years' work of the Society's committee on the Teaching of Science, which is of six professors of education or of the natural sciences in teachers' colleges or in the departments of education or universities. Its chairman is S. Ralph Powers, Professor of Natural Sciences, "A. Grades Seven to Twelve Teachers College, Columbia University, Seventh and eighth years-Science, New York City. Thecommittee contains three periods per week in each year. no representative of a liheralartscollegenor Ninth year-Science, five periods per week. of science teachers in secondary schools. Tenth year-Biological science or physiThese omissions are rather remarkable ,cal science (physics). in view of the statement in the "Editor's Eleventh year First-ycar physical sciPreface" that the Board of Directors had ence *(physics) or first-year biological conferred with the two men responsible suence: second-year biological science or second-year physical science (chemisfor the formation of the committee "contry). cerning the possibility of securing a comTwelfth-year-Electives selected from mittee personnel that would insure among those listed under the offerings adequate representation of all the impor- for tenth and eleventh grades and such other electives as the school may choose t o tant aspects of the situation." offer." The report therefore reflects to a very marked degree the views of specialized We are in heartiest agreement with teachers of educational theory and meth- this position of the committee--"This odology rather than those of teachers of program is one that shows how those science or of those of educational ad- major generalizations of science which ministrators whether of elementary, sec- ramify most deeply into human affairs may be broken up into learning experiondary, or.college grade. In view of the closing statement in the ences that may be used in grades on differ"Editor's Preface2'-"It is a good year ent levels of maturity. There is enough book and will inevitably alter the com- in these major generalizations, with their plexion of science teaching in the public associated scientific attitudes, t o fwnish schools of this country"-the question materials far study on all levels ranging may well be raised whether the one- from the grades through the university. sided complexion of the committee has Study will he sufficiently intensive t o not resulted in the setting up of an enable the learner t o acquire not only an authoritative Vads mecum for the teach- understanding of the phenomena of sci-
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ence, but also some real apprehension "of the methods of scientific study and investigation and some appreciation of scientific attitudes." The acceptance of this program means the end of general science as a collection of bits of information about familiar happenings, the all-too-common form i t now takes. It should be frankly recognized that we have few teachers sufficiently grounded in both biological and physical science to teach adequately this cot;ception of a really generalized science. Pending the preparation of such teachers, schools might well retain biology in the ninth year, for the teaching of which there is now a supply of amply equipped teachers. I t is only as we come to this statement on page 10 of the report that we part company: "Definable educational values from
tions in ihheir own experiences; (2) an ability to interpret the natural phenomena of their environment; (3) an appreciation of scientific attitudes tllrough an undrrstanding of, and ability t o use some of the methods of study that have been used by aeative workers in the field of science." The writer of this review is not a scientist nor even a teacher of science. He is merely a superintendent whose work is t o do what he can for the improvement of teaching in the high schools of New York City. I n this capacity he acted some four years ago as the monthpiece of the 600 teachen of science in those schools and as editor set forth their views in a report bearing the title "Teaching Science as a Way of Life." These teachers of science meet monthly in four organizations-the Biology Teachers Association, the Association of Teachers of General Science, The Physics Club, .and the Chemistry Teachers' Club. The activities and interests of all these science b c h e r s are deared through "The Standing Committee on Science" made up of reptesentatives of these groups and offi+ally recognized by the superintendent
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in charge of high schools and consulted by him on all policies, courses of study, methods of teaching, and other matters having t o do with science teaching. This standing committee probably represents the l a r ~ e s unified t body of secondam science teachers in this country, possibly the most professionally minded and hesttrained. In the following comments, the writer voices the point of view of this Standing Committee on Science, and, therefore, the paint of view which animates the teaching of science in the high schools of New York City, a point of view which may fairly be represented as the official point of view or philosophy of education of the system of high schools. "Our teachers accept the values put forth by the Committee as desirable but as not attaining t o the full measure of the values that society can and should demand of the teachen of science. They believe it is incumbent on them to build up in their pupil? not merely a n appreciation of scientific attitudes h t some of the ilttitudes thr~welvrs. For ewnulr. 22; teachers in the study referred to stated as their fundamentnl objectives "an apbreciation far the scientific method in thinking and the habit of applying this method td'othn than strictly scientific subject matt€,." We bbeliee in subjects and in the mastery of subject matter not as ends in themselves but as means to an end, that end being the most complete development of the capacities of each boy or girl possible under the conditions in which we work. We therefore view the study of biology, physics, chemistry, general science as means of developing in the boys and girls certain well-defined, consciously striven for qualities, habits, and attitudes. We realize that in the case of most pupils the subject matter, even tllough seemingly well mastered, will not long remain a functioning possession of these pupils, but we hope a t least that the changes in ideals, habits, and attitudes effected in the boys and girls by teachers who hold to this point of view will be in much greater degree enduring.
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We, in New York, believe that in the richer and better world by saying, "Until teaching of science in the high schools, these problems are attacked by the teehmore than in the teaching of any other niw of modern experimental education, subject, we have means of realizing cer- such objectives as the development of tain indispensable objectives, i f not training in scientific methods and the merely the individual pupil is to realize building of scientific attitudes will be his f i l e s t self but if arichly functioning will-o'-the-wisp catch words t o enchant society is to be attained and maintained. unscientific science teachers." (Such as the 700 well-trained and professionslly We regret that we find in the report of this committee 0 4 a partial realization minded teachers of New York's high of the possibilities of science teachjng as schools ) The writer had supposed that these we view them. We regret further the variations if not contradictions in objec- inconsistencies were due t o the fact that tives in the report. For example, on the chapters were not all written by the page 249, we read that, "The chief merit same person but on page xii of the Introin the t m e of analysis made in this study duction we are told hy the chairman of fact that it emphasizes values the Committee that "each chapter reprelies in from the study of physics for their con- sents the unanimous views of the entire trihutions t o the understanding of vital Committee." human problems," and on the same page I n accordance with the general prinwe find-"In setting up a guiding phi- ciple that that which comes later has losophy this Committee has taken the greater validity than that which comes position that objectives for science teach- earlier, in that i t is formulated on the ing through the grades and high schools basis of all that comes before, we are should be stated in t a m s of training in farced to the conclusion that this quotathe kinds of scientific thinking that may tion from page 268 expresses the reasoned be produced in suchfields and in terms of judgment of the Committee; that, therecertain attitudes that may guide conduct *fore, this report t o which thousands of in the use of science materials and serve as teachrs of science and educators generally guides in scientific thinking." are looking for knowledge of the best that In the first paragraph quoted the com- is being done in science teaching in our mittee seemed t o be moving in the direc- schools, the report to which they are tion of the animating philosophy of the looking for inspiration and for guidance New York teachers of science, namely, that along the paths they are t o pursue in the great objective of science teaching is getting our boys and girls ready t o meet the fullest development of every in- the pressing problems of the muchdividual, t o the end that he may he better troubled world of the next twenty-five fitted t o make his contribution not merely years, is not a forward-looking but in some in the field of science but in the all- respects is a reactionary report. embracing field of human relations. But The Committee has failed to sense the in the more clear-cut statement of the essence of constructive progressive educasecond paragraph the committee reverts tion of today. I t has failed to realize to the time-honored objective of merely that the mastery of no subject in itself turning out workers and thinkers in the and by itself, that the acquisition of no field of science, citizens of a comparatively skill in itself is a justifiable objective of narrow world rather than of the great vital public education; that i t is only a?',4 universe of all that pertains t o man. the attainment of such masteries carrieq! On page 268 the Committee stultifies with them that change in the youth th+t its previous statements which indicate we know as growth that we can justify e some vision of the possibilities of science stcrifices of the community for the edt, ca teaching as a force for the making of a tion of our youth.
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The Committee in Chapter I seems to hold this conception, but only in part, for on page 3 we read, "It is the aim of the school to provide the experiences which will make possible the most efficient growth in learning. Effective accomplishment of this aim is conditioned upon the ability of the curriculum worker to make available to the children of succeeding grade levels the learning experiences which are appropriate for continuous mental growth." The New York High-School Teachers of Science hold that it is not merely mental growth, not growth in Learning only, but the growth of the entire child, the enlargement of his physical, moral, esthetic, and spiritual self that we conceive to be the task of the schools and most especially of the science teachers of our schools. They are not content with "facilitating the study of those large truths of science that have within them the greatest potentiality for influencing human thought and action" (page 6) desirable as that is. They are not satisfied unless they a t Least attempt "to develop a sense of the wonderful and the beauiiIul in nature"-"to get an emotional response from their pupils that will show they are living in a larger world in the sense of Plato's magnificence of mind'-% develop the scientific imagination"-"to develop that intellectual curiosity that results in individual efforts for knowle d d - " t o develo~scientific sce~ticism" -"to build up openness t o new ideas and willinmess Dresent judg- t o chanae . . merits'-"to emulate great scientists in contributing freely t o the common goodu-"to develop the ability t o test the truth of a conclusion"-"to develop the increased appreciation that springs from power of accurate observation." Although in the first four chapters the Committee seems to have glimpses of such objectives, we fear its members have been too largely swayed by their belief that learning is specific. They are so strongly oppose t o the ancient statement of f o m a l I'scipline that they have seemingly ~
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feared such a reasonable statement of transfer as would be involved in an endorsement of the general aims of science teaching we have cited. It is unfortunate, as stated earlier, that the makers of the report were all professors in teachers' colleges. The experience of some progressive secondary teachers of science on the committee would have forced upon them a broader conception of the function of a science program in our schools. They might have been made t o realize that the task entrusted t o them was not to rear a beautifully logical science mechanism for the production of scientists and science teachers but t o formulate a plan of science teaching which would contribute to the richest, most complete possible development of every pupil, no matter what the calling he is t o pursue. The Committee, due again to its composition, has overstressed the validity and importance of "scientific educational experimentation and- testing" and has seemingly been unwilling to attach much, if any, value t o qualitative evidence based on the experience and reasoned judgments of teachenr: As no precise appraisal of the degree of success in realizing the objectives cited above is a t present possible, the Committee has been unwilling t o accept such objectives as basic in a program of science teaching and in the judgment of the writer in so doing has removed the chief iustification for such a time-consuming program from the primary school to the college as is advocated bv the Committee. Too few boys and girls will ever make direct use of the science they have studied t o warrant the universal study of science if the objectives of that study are conceived merely in increasing mastery of its subject matter and technic and not in the changes wrought in ideals, and outlwk, in qualities, habits, and attitudes, which are the very essence of education. The report contains valuable material on miticisms of current practices in scientific teaching, on contributions of
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much theory and only a few chemical equations are given. I t covers a wide field. Chapter I deals with Purification Processes and Apparatus Material. Among methods of purification, the importance 01 washing by repeated stirring with small quantities of water and subsequent centrifuge treatment is discussed. As containingvessels, such substances as ordinary glass, Pyrex or Jena glass, porcelain, fused silica, and platinum are considered. The remaining- chapters (11-XVII) are devoted to the preparation of substances. the periodic classification of the elements being followed. For instance, Chapter I1 deals with the zero group-helium, neon, etc. Chapter 111 is devoted to the alkali metals and hydrogen, while the last chapter treats of manganese and of the elements in Group VIII. The directions are clear and simple and The Preparation of Pure Inorganic Sub- are taken largely from the literature of Professor chemistry, numerous references to which stances. E. H. ARCHIBALD, of Analytical Chemistry, University of are given a t the bottoms of the pages. I t British Columbia. John Wiley and is interesting t o note the great number of Sons, Inc., New York City, 1931. x references t o papers published in the 383 pp. 20 Figs. 22 X 14 cm. $3.75.' Journal of ihe American Chemical Society, In the preface to this work, Professor an$ to the many investigations carried out Archibald says: "The past thirty years a t Harvard under the direction of the late have seen a marked advance in the preci- Professor Richards and Professor Baxter sion and accuracy of physical and chemi- and their co-workers. There are a number of preparations of cal, as well a s other scientific measurements. In order t o take advantage of compounds of the less common elements these improvements, it is frequently and of the rare earth metals. More prepnecessary for the student t o supply sub- arations might have been induded had stances of a much higher degree of purity space permitted. For instance, only two pages are devoted to preparations of arthan corresponds to our "c.P." products. Fortunately, during these thirty years. senic, and none of the sulfides or thiocompounds of this element is included. many methods have been devised, and a and The hook is a scholarlv . Droductian . great many principles have been set forth, according.to which the nurification of a affords evidence that the author is familiar large number of chemicals can he effected. with the literature of inorganic chemistry What are thought to be the more depend- and has had much experience as teacher able and simple of these methods are set and investigator. Some readers may object to the use now forth in the following pages." This book is a guide for students and and then of "barium hydrate" for the chemists desiring to prepare inorganic sub- more modern term "barium hydroxide" (pp. 19 and 38). stances of a very high degree of purity. I t The manual is well printed good is evidently intended primarily for research workers. The manual does not contain paper and the binding is excelle . science to liberal education, on research in classroom procedures, on the content of science courses, on science rooms and equipment, and the education of science teachers which the space allowed by the editor does not permit me t o discuss. It is most regrettable t h a t a report containing so much that is constructive and exceptionally valuable must he judged as prejudicial to the progress of science teaching, in high schwls ,at least, because of its inadequate conception of the desirable, vital, and actually realizable aims of such teaching; aims which are being realized in an appreciable though not precisely measurable degree by scores of science teachers in the New York City high schools. JOHN L. TILDSLEY ~
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