IMPROVEMENT OF SCIENTIFIC ABILITY THROUGH THE USE OF THE INDIVIDUAL LABORATORY EXERCISE IN CHEMISTRY' Rum E. HORTON, SEWARD PAR^ H ~ c nSCHOOL, NEW YORKC ~ T Y
The movement to scrutinize our practices in science teaching, of which the topic for the present conference is an evidence, is, no doubt, a good sign. The proposal to be made in this paper is an outgrowth of an investigation of some of these practices in one school. I have been asked to describe a method of using the chemical laboratory as a means to attain certain defined elements i n the category comprehended by the term scientific ability. Chemistry, in common with other sciences, has inherited a system of instruction. This system consists of several parts: some vital; some appendages; some functioning and some atrophied. Among these parts of our system may be mentioned the following: A syllabus of topics, principles, and theories. A textbook. A laboratory manual of directions for experiment. Individual laboratory exercises. Teacher demonstration exercises. Formal recitation periods.
Written homework. A student's notebook. The oral quiz. The written examination. Weekly, monthly, and term marks. Measurement of teaching ability by the number passing or failing.
If we propose to improve scientifi
