Some Facts about the General Science Situation

Abstract

It may be assumed, at the beginning of any discussion upon the subject of general science, that its advocates and its opponents are equally impressed with the importance of science in any educational scheme. Teachers of science owe a distinct debt to Professor Coulter for the incomparable manner in which he has emphasized this importance.' His classic addresses should be familiar to every teacher of science and to the administrative officers of our American high schools. It is in fact this very interest in science instruction and appreciation of its unique mission which make it impossible for many teachers in high schools to view the present situation with complacency. In I908 the same author stated: I may be allowed to say, as the result of many years of experience, that this average college preparation presents to the universities the most narrow and unevenly trained material that can be imagined. Nowhere are the evils of specialization so apparent as in the entrance preparation demanded by many colleges. If this specialization results in comparatively poor college material, its results may be regarded as simply disastrous to the high school in its primary purpose.2 This statement, made by a scientific man, may be taken to represent the conditions in the sciences along with other subjects, as the conditions existed at that date. There has been no revolution in the high school since that time sufficient to invalidate the criticism. The case cannot be allowed to rest with a criticism of science instruction along with that in other branches; it suffers more in "The Mission of Science in Education: An Address.