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A SURVE7 OF THB SOBJSCT MATTER OF OKIERAL SCXSICS
.
by
IBOtURD H008DBI NODUSR
-
B. S., lUtnsM SUt« CellAge
Of Agrlsulture and Appllsd Selsne*, 1940
-M^m
A TBS&IS
1
•ubalttwl In partial fulfilliMnt of tb*
requlranwnta for tha dagraa
■ASm or SOZBHCE
DapartMDt of Muoatloo and Fayoholosr
1
XAISAS STATE OOIXBSS
or AaRicuLTaRE Ain> Apptixn scxehcb
1948
J!
1
■
4
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4
TABLE OF OOnHRS
mSTOSZCAZ. BOTE
THW PROIHAH .
NBfHQO
PART 1 SOUS TEXISOOK STODiSS .............
Oumn ot BarXlsi* TMxtbooks •..*......
. . 8
8«rv*y of tnmaat StaU Adoptaa Tntkoote . . .
PART IX IBB saaiwet mattbr <v osskkal sozboi in thb
. . U
• . 18
The Junior Ugb a«hool and Zta yttnetlan ....
. . IB
Sabjaet Matter
. . 38
. . AS
Visual Aids In OwMnJ Selwia*
. . 48
. • 88
sawAXX AID coiotaszoss
• • 88
AOXBOWLSraOBnB ••••...•......■•.•■.
. . 84
LZTBRATOBK OITSD
. . 88
APPBKDZX. .
. . 80
ZSTRODUCnoi
A sours* in gMMtral soleno* offers nMuny ohallMtslng
•xpsrlanoss to ths student. a«n«r«l selencs is dsaignad
to prepare students to oaet life situations* It this oversU
objeotive Is to be eohlcved It is neoesssry that writers of
textbooks, ourrloulun worlMrSf and teachers of general soienoe
toe a««re of the life situations i<iioh «tll oonfront the student*
This can be done only if writers, ourrloulum designers, and
teachers constantly bear in mind that these life situations are
always changing* Situations whioh oonfrant youth In the forties
are different from those of the thirties and those of the fifties
will be different still* «ith this In inlnd it is necessary tliat
■Titers, ourrlculuitt workers, and teachers be continuously revis-
ing and improving the offerings of general solenoe, droppinf;
that portion whioh no longer has a plaee in suoh a oourse and
adding new subject matter as new knowledge, new teohniques, and
new inventions make their appearance*
BZSTORICAI. HOTS
In the period 1871-1S78, aocordlng to Laker (21), about
five percent of the schools offered natural science, this early
beginning was short lived* In 1884 the United States Office of
Bduaation sent out a bulletin encouraging solenoe work. During
this time and shortly after, oertaln eduoators beoamo interested
in special soienoe courses for the grades. Physios texts were
^
tbc tazta ua«d in thla grad* «a4c mora than any oKhar anlanaa
taxt. Out of thla, aoaw aarly auttiora got tha Idaa of aoa-
blnlBC aavaral aolaneaa In ooa taxt but It ean ba aaan tliat
thajr alvaya atraaaad tha aeianea of thatr o«t apaelal Intaraat.
Ibla baa lad ta tt^a orltletan that thara ara no «all-balanead
taxtboolM on gaoaral aoianoa* Prasant taxta, ho«avar« hava
aahlavad a an^ mora daalrabla balanoa In thair traatawat of
tba rarioua araaa of daalrabla aubjact laattar*
Bw gmaral aoianoa novaoant In Ita praaant foi« bad Ita
baclnnlag In tha aabooXa of tha natlcm around 191S, aoaordlng
to Onam and Douglaaa (11, p.ll4). It «aa toaard tha eloaa of
tha flrat daeada of tha praaant oanturXf bowavar, that oouraaa
naaad "alaoantary aoianoa", "Introduetor/ aoianoa", and 'vfrj-
day aalanaa" bagm to appaar. Tha flrat taxtbooka aa haa al-
raady baan polntad out wr» adaptatlona of bo«Aa In tha apaolal
aolanaaa. About 1910 ganaral aoianoa taxtbooka in aoaaahat
tbalr praaant form bagan to appaar* Tha oontant of Bodam
taxtbooka and ayllabl raflaot tha Inf luanoa of many aarly
■nttaoni In tha flald. Hany toploa Introdoead by tha aarly
mtbora hava wlthatood tha taat or tleaa. Tba probXaa of baat-
Ing tha hoaa, vantllatlon, aaathar, alaotrlolty, and pur*
«atar aupply, for axa^la, ara no« aa foraarly, of giwat In-
portanea.
Sclanca aaa foraarlj taught only In tha hl|^ aebool but
with tha ooalng of tha Junior high aobool movanant lAsloh oo-
ourrad alaultanaoualy with tha gaaaral aoianoa aoTCMat, aalanaa
baeaaM an of faring of tba Junior hl^ aobool and In many oaaaa.
M today. It «M ofr«r*d In tha al^th gndm* Many of our
•ohool ayatagw ara atlll (wganlsa<l on tha 6>2-4 plan In ahleh
tha aaeondary aohool InoXudaa gradaa 8 to 18* On tha othar
hand, muxf aohool ayataaa ara arranged aooordlng to tha 6-3-S
plan* A fa« ara organlsad on tha 6-6 plan. Thla altuatlon
haa reaultad In tha ratardatloo of a aolanoa program In gradaa
V to 9 baoauaa It haa baan naoaaaary to davalop two typaa of
aolanoa prograaa for tha gradaa* Qna finda pupils an taring
junior high aohool «lth no pravloua aolanoa tralnlns and aoaw
with from 4 to 6 yaara of Inatruotloo* Fro* tha organisational
aapaet thla altuatlon praaanta aubjaet aattar dlf f loultlaa .
loll (86, p* 99) nakaa tha following atatanantt
A ona-yaar oouraa In ninth grada aolanoa
In a four yaar high aohool ahould ba dlffarant
In aoopa and thorou^maaa fron a tao-yaar, or
thraa>yaar oouraa for Junior hlglb aohool gradaa*
Ba aXao auggaata that tha taxtbook and tha approach might
raaaonably ba dlffarant. At tha praaant tlaa ooa aay find aaay
Junior high aohoola offarlng a oouraa In ganaral aolanoa in tha
alghth grada «han tha plan of organlaatlon la tha 0-3-3 plan.
In other ayatana whara tha plan of organliatlon la tha 6-2-4
plan caneral aolanoa la not of farad aa a part of tha Junior
high aohool ourrloulun.
^
TBI raoujR
fb» prtAtlmt of this atudr «ia to d«t«rmln* «b*t subjsot
iMittcr was b«lng offtrM at the tlnw In tta* Junior Blgb Seboolo
of K«n«aa« «hat aubjeot aattor warn being aopbaalaod, «h«t «aa
bolns taught that might mil bo loft out, and «hat. If anything,
was balng loft out that ahould bo Ineludod*
■BtBOD
Ibo ftold of study «aa dlvldod Into two parts* Part cmo
doals with tho problOM fron tho standpoint of the toztbook
and was dlvldod Into two phasos thuai (a) A survey was mada
of four nationally Icnowa toxtbooka, two having boon on tho
Kansas state adopted list at one tine or anothart (b) a sur-
vey was made of the four texta adopted by the state of Kansas
for use In the Junior high sohools beginning with the sohool
year 1947-48. The results of the surveys are given In tabular
fors In order that oonparlaons between the texts can be aada
with ease*
Part two la an overall study of the general solenoe sub«
Jeot Matter In the Junior high sohools of Kansas as revealed
ky a ^BOstloDnalre*
far this study three elasses of Information were sou(^tt
(1) Znforaatlon regarding objeotlves and outeomea} (S) Infor-
■atlon as to oontent and subject natteri and (8) Information
1
tram rslatwl ktms «bleb vXt«U>« and give laeaning to th«
oubjcot oHkttar auoh m vIkuhI alda, aupplanMtntary materials,
and oooinialty raaourcaa*
During the spring aanwater 1946^7, the <iueatlois>*lre
«aa aent to aTerr jttnlor hl^ aohool In Kanaaa aa oataloguad
In the Kanaaa Bduoatl<m«l Wreotory for 1948-47, eanQ>tled by
Dr» L. «, aro<&8. State Superintendent of Publle Xnatruetlon.
^
FART Z 80HX liaTBOOX STODIBS
ppoti th« v*pjr bagixmlng tMCtbocdca of gMi«ral aolcno* h*v«
l)Mn a aubjaot for stody and diaouaaion. Thla la aa It ahould
b« alnoa It la • *«U aatabHehed raot that taxtbooka muat kaap
up «tth the devalopoMnta In aolanoa If tbay are going to b«
•bla to aaat tha naeda of tha puplla who uaa thaa. Taxtbooka
m* baat are at«tlo and onat ba ravlaad frequwitly if they ara
going, to aarva tbalr purpoaa well. Qua of the eerllaat atudlaa
«aa made by Rainaman (14) In whloh ha ahowad the nunttser of
prlnolplea preaentad by each book atudlad, tha mmbar of prln-
olplaa llluatrated by each, and the nuaibar of prlnolplea Implied
though not definitely preaentad by aaoh book. Ileineoian analyaed
16 booka In hla work, the earlleat ma publlahed In 1911 and tha
Uteat vaa publlahed In 1986. Slamona (36) conducted a atudy In
which ha brought out the teaching halpa found In varloua general
aelenoe textbooka. Ha eonoludaa that It —mmm raaaonsble to aay
that aide to taaehara add to the value of general aclwioe text-
booka. Thla atudy waa reported In 1986 and covered a period ex-
tending from 1911 to that time. In hla oonolualooa ha llata 16
different faotora which he oonaldera to be of apaolal help to
teaohera. Theae arei 1. Da«onatratlonei 8. Exorclaeat S. Ex-
p«rlaants| 4. Footnoteat 6. Qloaaarleat 6. Key atateaentai
7. Kay wordat 8. Plotxa^ai 9. Projecta; 10. Queatlona) 11. Raf-
aranaaai 18. Reporta} 13. Sunaarlea; 14. Tableaj 16. Teatai and
16. Topic Survaya.
^
Anothsr group of Invastlgators, Pohly (80), Po«wm (81),
•Qd Pnaacy (38), acoordlng to NoXl (86, p. 106), hM MMlyMd
t*xtbo<&a and artlolva on gwMral aolanea aad tabulated tha
Awquanoy of ooourranoa of aolantlfle tarma. Thaaa raaulta
«wr« than ohaeked by axparlanoad taaohara, or againat Thorn*
dlka'a tWaohar Kord Book, two of tba taxta uaed In tha Povara
atudy «ara ganaral solanoa taxta • Tha vocabulary biirdan of
taxt A ma 1891 »orda, of taxt B »aa 1857 worda> The author
polnta out that tha vooabularlaa of tha general aotenoe texta
were aoaller than thoee of texta In blolofy and chemlatry and
do not exceed the number of vorda found in booka cm other aab«
Jecta prepared for children of the aaoie grade level* Be eon-
eludea, however, by aaylng that It can hardly be denied that
the vocabulary burden of all the texta la unneceaaarlly large.
In fact, all theae atudlea agree that there la unneceaaarlly
large uae of unimportant, unooanoa, and difficult worda. Theae
atudlea would tend to give emphaala to a fact already known,
that the aubjeot matter of general aolence or any aubject for
that matter, auat be couched in teroa that are within the vo»
eabulary ability of the puplla.
Ihe foregoing atudlea are examplea of atudlea done from
the atandpolnt of the mechanical aspeota of the general aolence
textbook.
^
S^arvuj of Earlier Twctbooka
For tho purpoao of thla axirvay, fotir natloi\all7 known
taxta of tha daeada of tha thirties vj^ ohoaan. Text A la
Hood and Corjjantar, "Our Bnvlronsoant, How V» Uaa and Control
Z%"* This taxt waa ohoaan baeause It haa baan uaad aa a atata
adopted taxt and a vvry z>eoent revision la now on the atata
adopted llatt Taxt B la Oruenberg and Unsloker, "Solenoe In
Our Llvee"^ and aaa ohoaan beoauae It was the atate adopted
text throui^ tlte aohool year 1946-47. Taxt la Cleraent, Col-
llatar and Tburaton, "Our Svun>oundlnf;a"^, ohoaan beoauae tt la
gKiarallr known, la representative of the gMiaral offering and
oovara a wide variety of aubjaot niatter* Text D la Halatar,
"Living With Solenoa"^, Book Three, and waa ohoaan beoauae tha
author haa made oontrlbutlona to the daval^pnsnt of general
aelenoe*
The araaa of aubjaet matter treated In these texts are:
■aohanloa, heat, aound, elaotrlolty and maenatlaa, light,
weather and ollmate, plants, anlmala, gaoXog/, natural r*«
^Wood, 0. C. and H, A. Carpenter, "Our amrlrannant , How Ha
Uaa and Oontrol It", Chicago. Maonlllan. 704 p. 19S0.
^anwnbars, B. C. and 3. P. Onaloker, "Solenoe In our I.lvaa",
New York. World Book Co. 7fi4 p. 1998.
'oiaMnt, A. a., M. 0* Oolllster and B. L. Thurston, "Our
Surround Intia", Syraeuaa, Haw York. Irojpiols. 676 p. 19»a.
Ulster, Morris, "Mvlng with Science, Book Three", New York.
Char lea Sohrlbnar's Sons. 791 p. 1940*
^
aoupoes, h*«lth, ph/alologyt h«r*dlty, oh«mlatry, •••
tronamgr, oanrmnloatlanay fooda and tranapoptatlon*
Table 1 la aeir-axplanatopy and offera tha raadar
a aaana of oomparln^ tbaaa taxts*
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Survey of Pr«**at Stat* Adopted Textbooka
For till* aitrvey four t«xta adopted for ua« In tha
Junior Ht(^ Schoola of Kanaaa beginning wlt^i the 1047-48
aehool year wvn uaed*
Text A. "Our aaTlranaent, Ho« tte Dae and Control It,
Book 111," by Oeorge C (rood and Harry A. Carpenter publlahed
by Allyn and Bacon, Bew York In 1946, Is an entirely new re-
vlalon of an old and proven text, ^le authors assuaw that
the students ocme to a oourse In general solenoe with every
eoneetvable background. With thla In lalnd the flrat unit,
p. 1>76, la devoted to tie aolentlflo aethod of thinking and
atudy. Unit two, p. 76>346, ia divided Into tool topics. It
aeta up the working informatiooal toola for the solution of
the aajor topics whloh follow*
The authors Introduee each unit with a reproduction of
an oil painting. Below each painting Is en appropriate and
challenging quotation from aoae well-known author. Follow-
ing this Is a one pa!{e Intraduotiork and drawing to Instill a
friendly emotional reaction from the group. This la follow-
ed by an tnapirational and guiding prevue of the chapter.
There are S3 experlmanta, SS of them labeled aa key ex-
periaenta. Moat of the experlaents oan be done without a
large outlay of material and equl potent. In tlie earlier e-
dltions the experiments were within the body of the text.
In this edition tliey are boxed out and hence do not inter-
12
f«r« with th« story b«lng told the pupil*
Th* illustrations sr« very good. They oonslst of (X)
line drswlnss «tiloh are large and easily understood, (2)
photographs, aud (3) reproduotlMis of oil palntlni;s.
Closing the study of the topic Is a suaauury, list of
key statements, thought questions, and researoh problems
or projects to work out and write.
Subject sMttter ableb nlgbt be oonsldered under the
following headings Is presented: ineohanloe, heat, sound,
electricity and oagnetlsin, llgt>t, weather and ollmate,
transportation, planti^ animals, geology, oonserratlon,
natural resotiroes, agriculture, oodem Inventions, health
and safety, physiology, heredity, obealstry, ooomunloatlons,
astranony, and foods.
The appendix Includes a aet of 88 pictures called key
ptotures Illustrating solentlflo Ideas and 11 sets of rules
covering a wide variety of activities. A good bibliography,
pronouncing; glossary, and a oonprehenslve Index are also ln>
eluded. This Is a practical text containing a wealth of
teachable naterlal and one worthy of consideration for use
as a text for a course In general science*
Text B. "Science," by Ira 0. Davis and Richard W, Sharps
published by Henry Holt and Cooqoany, Kew ITork In 1947, la a
book containing 19 units. Baoti xinlt la Introduced with a aee^
tlon entitled, "The Story of Progress and Discovery". Follow>
lag this is • set of questions for directing the study of the
^
unit wad • Xlat of vorda with thalr meanings i&loh *r« Inelud-
•d to help tb« pupil undaratftnd tha unit. Thla la a wall writ-
tan ravlaloQ of a pjwvloualy usaful taxt. "Ba^r* ara many larga
and aaaningful Una drawings and many good halT-tona photographs.
Each unit la olosad with a dlaouaslon or tha old and tha naw.
Dlraetlona for many uaaful daaonatratlooa ara Inoludad In thla
taxt which tha authora suggest are bast dona by ttm taaolMr.
Also there ara sucgastad pupil aotlvltles, whloh In reality ara
almpler experlaenta. Subjeot matter whloh alght be oanaldared
under tha following leadings Is presantadt asehanlos, heat,
sound, aleotrlolty and oa^etlan, light, weather and ollmatc,
transportation, plants, anlswla, geology, oonoervation, natur-
al resouroee, agriculture, «odem Inventloos, health and aafety,
physiology, heredity, ohsalstry, eoosunloatlon, aatronoBiy, and
foods. Xo glossary In the usual sense Is provided but the word
list at tbs beginning of eaoh unit replaees tlte glossary very
well* There Is a biographical gloasary of wilnent solentlsts*
A «all-«hosen Index Is Included. This Is au excellent text but
■oat teachers of science think It Is soMSwbat too advanced for
use In the eighth grade.
T»«t £. "Kveryday Selenoe," by Otis «. Caldwell and
Pranels l>. Curtis published by Olnn and Company, Mew tork In
1946, Is rewritten front the older book, "Science for To-day".
!t has In the oontent a very large anount of material not known
when the flrat book was written. The 14 unite which aake up
the body of the bo<& oover adequately the material which should
^
b« ineXud*d in a eoxxra* in gma»ra.l solanoe* Hi* artiol* at
tha baginnlng of tha book antltled "To tha Studant" on bo« to
study ia partloularly valuabla* Chaptar 1 of tha taxt ia not
■•da a part of any unit taut la a ganaral introduotion to tha
antlra fiald of aoianoa. Baeh xanlt la Introduoad by uaa of a
doubla paga photograph partioularly aultad to tha unit to ba
prasantad. Thara ara 86 ohaptara, aaeh introduced with quas-
tlona anawarad in tha chaptar daalgnad to atlmulata Interaat.
In thla taxt nam voinla ara daflnad at tha bottom of tha paga.
Ibara ara 93 axparlmanta auggactad with full axplanatlona ln«
eluding; axplanatlona of alapla apparatua which aaka It poaalbla
for tham to ba parfomad by taaohar or pupil. A aalf-taat,
objactlva In natura, ia provided after each aajor aaotlon in
tha chapter. A wide variety of exerolaaa and act Iv It lea la
provided at the end of each chapter. Additional llata of
problems and a aeleoted llat of additional reference booka
are also provided.
In the back of the book la a llat of atatementa re*
garding "Soientlflo Attltudea", "Elementa of Solantlfle
Method", and a llat of "Scientific Prlnclplae". Follow-
ing thla ia a aectlon entitled "Science for Lelaure Time"
whloh deacrlbea a number of aelentlflo paatlaaa, hobblea,
and recreational aotivltlaa. SUf^eated activities are a
aclence diary, atar atudlea, a stxidy of induatry, making
collactiona, atudy of the life of a given region, a aclence
acrapbook, the writing of aclence drama, waking a balanced
^
ftquariuffl, and making m study of our national parks • Sub-
jset nattsr «hloh nl|{ht bs considered vindor ths following
bsadlngs is prsaented: oMohanlos, heat, sound, eleotrlclt7>
and aagnatlsai, light, veatbar and oliaate, transportation,
plants, anloals, geology, oonaervatlon, natural resources,
agrloulttire, modem Inventions, health and safety, physiol-
ogy, heredity, cbealstry, eoMBunioatlon, aatronomy and fooda*
A glossary of 80 pages Is provided. The last Inoluslon Is
a very good Index of 16 pages* This text Is wsll-balanoed
with a wide variety of topics both physical and biological.
Text n. "Science for Bveryday Dae," by Victor C. Salth
and B. B. Vance published by J. E. Llpplnoott, Hew York In
1B40, Is another flrat-olass text on general science* It
does not specialise In any one field but gives a balanced
program for all. The untisual aivangenent of this text Is
Its outstanding characteristic. It la divided Into six
units « "Matter", "aaergy", "Ufe", "Karth", "Man", and
"Inventions". Eaob unit Is divided into three chapters of
six main topics each. Each of the six aaln topics Is In-
tended for a single day's problem. Suggestions as to the
time to be spent on pupil planning, activities, reports,
fllMS, and mastery tests uro provided. Motion ploturea to
be used are suggested In the teacher's handbook which the
publisher will furnish together with mastery tests upon re-
quest* Saoh chapter Is followed by a study test, sugges-
tions for review of the chapter, a word list for study, a
.^vTuna
1
r«Tl«« matohing 9X9rol.»9, • Hat of r«lkt*d topioa, and a
••l«ot«d Hat of thou(^t quaatlona. Followlni; tba main
body of tha taat la a abort list of solantlfle «orda wltb
tba Rtaabar of tba paga en lAiloh aaoh la uaad. Tba Indax
la ratbar brlaf eovarlng only IX pagaa* Ibla taxt la ona
of tba moat up to data and praaauts In a vrf aeoxirat* and
latai^atlng manner a «ida varlaty of uaaful aubjact matter*
Tbar« is a total of 108 damonatratlona outllnad within tha
body of tba taxt and in addition 100 ajgwrlmants are auggaat-
ad» Illuatrationa consist of (1) line dravln,^, (8) pboto-
grapba in black and wblta, and (8) color pbotograpba, all of
«biob are very good. Subject matter wbieh mtitbt be considered
under tbe following headings la presented < nachanlos, heat,
sound, eleotrielty and magnetism, light, weather and olinata,
transportation, planta, aninala, geology, conaarvation, nat-
ural resources, agriculture, modem inventions, health and
aafaty, phyaiologsf, obainiatry, oaasminloation, aatronooy and
foods*
Following la Table 2 which suoiaarlBaa atatiatioally tba
four books on tha atate adopted list and offers a means of
ocaiparing these texts*
^
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18
PART IZ IBS SOBJBOt MAnB QT OKKBRAl. SCIENCE Hi TUB
juHzm HxaB acBOOLs of xaisab
fha vrltor acnt a (luMtloonalrc (Aiq;)«ndlx) to svery
Junior Hl^ Sohool In Kansas as oatalogued In ths Kansas
Muoatlonal Dlrttctox7 for 1046>47 as oosq^llsd by I>r« L< V*
Brooks, Stats Supsrlntendsnt of Publlo Instruction. Of ths
78 schools to shloh ths (iu«stlannali>s vas nallsd, S5 rs-
portsd a oourss in gsnsral science. Five othsr aehools re*
piled tout stated that they did not offer a eouraa In general
solsnos. This repressnts a total participation of 65.6 per
cent. It Is likely that aany schools which did not offer
general science courses at ths time did not reply at all and
tbat ths numbsr returning the questionnaire represents a
fairly large peroantage of those offering such a course.
Since this study Is concerned with subject matter, those
portions of the (juestlonnalre shlch do not deal directly with
tbat particular natter «111 not be treated in this thesis.
Biose questions ifeleh do not deal with subject matter and
have no bearing on the problem represent areas of special In*
terest to the writer.
^
Tb* Junior High Sobool and Its Kunotlon
Th« writer did not intsnd thmt this thaals b* a treatise
on the Junior hlfi^ school as suofa« BovsTer, slnoe the Junior
high school was orgsnlsed to perform certain functions and
sine* general science has become such an Integral part of
the traditional currloulua of the Junior high school, it
seeaed only proper to review these functions and aee how
general science helps In brtngln.^ about their realisation*
llueh of the work of forsiolatlng and setting forth the
funotlons of the Junior bl^ school was dotte In the period
between 1915 and 19C7.
Rnasrous statements of the functions of the Junior hl^
school have been set forth by various authorities In the field.
Amoaa the aost significant worKs, In the period referred to
above, are those of Brlgucs (2), Koos (20), Solth (S6), snd the
Departnent of Superintendence of the national Education Assoc*
latloo (2S}. Following Is the Brlggs* list of 102Oi
To continue. In so far as It aay seem wise
and possible snd In a gradtuaiy lessening degree,
eowaan Integrating education.
To ascertain and reasonably to satisfy pupil's
Important lanedlate and assured future needs.
To explore by aeans of materials In thenselves
worth-«ftille the Interests, aptitudes and capacities
of pupils.
To reveal to pupils, by materials otherwise
Justifiable, the possibilities In the major fields
of learning*
^
7o Start «»oh jwpll on t!ie o*r««r «hloh« as
■ result of th« •xploratory courses, hs, the aohool,
and his pamnta ars ocnvlnosd Is most likely to be
of profit to hla and the Investing state.
Xoos has brou^t togatbsr a number of purposes for the
Junior hl^ school nentlotied In various writings before 1980.
Those aost fractuently oentlotied «ere as follows:
Realising a daaooratlo school system throu|^
(a) retention of pupils, (b) eoonoaqr of tlae,
(o) recognition of Individual differences, (d) ex-
ploration and guidance, and (e) the beglnnlncjs of
vocational edtioatlan.
Reoogolslag the nature of the child at adolesoonce.
Providing the conditions for better teaching.
Improving tlw disciplinary sltuatl<» wad socialis-
ing opportunities.
Securing better scholarship.
Snlth has evolved one of the most oemprehenslve and
carefully planned statements of function of the Junior high
school, nis statements ean be grouped under three main
headings. The following Is a listing of the major state-
ments of function according to Smiths
To provide a suitable educational environment
for ehlldren approximately twelve to sixteen years
of age.
To diMaooratlse the soiiool system.
To effect eocnody of time In education.
Tbm 10 most Important functions of the Junior hlg^
sehool, determined by an analysis by 60 public school of-
ficials and 20 college specialists conducted by the Depart-
ment of Superintendence of the National Education Association
in I9B7, are as followst
1
Matting Individual dlffer«no«« of puplU
— •nfcbllng pupllB to follow tho llnoa of their
Interest and ability.
Prevocatlcoal training and exploration
resulting In wlae oholeea of later achool eouraea
and life work*
Counseling or guldanee-— bringing puplla
Into contact with the Influences that ahould give
direction and purpoae to their lives*
Meeting the needs of the early adoleaeent
group.
Bridging the gap between eleaentary woA
aeoondary soboola«~>*proper coordination between
lower and higher eohools.
Davelopaent of iiualltles of good oltlaen>
ship— preparation of pupils to play a larger
part In t!je life of the oomaunlty.
Providing opportunity for profitable self-
aotlvlty-»early develojnent of leaderahlp.
Individuality, and Initiative,
Retention of puplla beyond oompulaory school
age*
Cmtlnuatlan of oonmon education or regular
scholastic or academic training*
Hovindlnr. out a complete unit of training
beyond the elementary grades for those lAio mtat
lenve school early.
aruhn and Douglass (11) In their reeent work have made
a statement to the effect that It la desirable tvau tloe to
tlae to re-examine the purpoaea of the Junior bX$^ achool to
forcmlate a atatement of Ita functions which
is aoeeptable In the light of present day thinking
eonoemlng the natux^ and purpose of the educational
progran for thla Institution*
Oruhn has re-examined the most significant statements of
functions of the junior high aohool and in the light of this
^
■tudy h«a sat forth * atatwwnt of funotlona «hloh
worthy of mantlon at thla point. Thaaa funotlona ara
grouped under alx main haadtn^a as folXowai
Zntagratlon
To ayataaatlia and Intlgrate aduoatlenal outoooMa
psravloualy ao<ialrad>
Exploration
To provlda opportunity for the davelopaant of a
eontlnually widening; ranga of oultural, aoolal,
clTlo and x^ereatlaoal Interaata*
Ouldanea
To prapara atudanta for making Intalllgant da>
olalona ragardine lanadlata and future educational
and pravooatlonal opporttinltlea*
Differentiation
To provide differentiated eduoatlonal faollltlaa
aulted to the varying; baokgrounda, naeda, Intereata,
oapabllltlea, and peraonalltlae of puplla and to
provide differentiated eduoatlonal facllitlea aulted
to the vai^lnj.:; future oooujjatlonal needa of puplla*
Soolallaatloi
To provlda opportiinltlea for the aoolal growth and
aoolal portlolpatlon of puplla*
Artleulatlon
To provide a gradual tranaltlon from elementary to
aeooDdary education • To prepare the pupil to par-
ticipate aa effectively aa poaalble in all preaent
and future learning experlencea*
ProB the foregoing atatament of funotlona It la poaalble
to detenalne certain fundaMantal and underlying prinolplea
ehloh pervade thla Hat of Oruhn and Douglaaa evolved in 1947
and the llata from two dooadea ago and tie theae ^oupa to-
gether* Then, aa now, the natter of integration waa an in-
portent oonaldaratlon* The exploratory function of the Junior
hi|^ achool haa alwaya been an Important function. Itetentlon
of puplla waa one of the early purpoaea of the Junior hl^
^
•ohool and thta la an •qually laportant funotlan to-day.
Soeialleatlon and d*mooratl«atlon hava bean end are no* Im-
portant funotlona of tha Junior hlg)i aehool. Tha guldanoa
function, vhlla It had Ita placa In tha paat, la at prasant
raoalvlng graatar amphaala In tha Junior high aohool. To af-
faet aooncmjr of tlma In aduoatlon was ona of tha raaaona for
tha aatabXlahmaut of tha Junior hl^ aohooX and today ramalna
aa on* of Ita primary funotlmia.
Mainly through Ita c\»rrlculuia la thjB Junior high aohool,
or any aehool for that matter, able to fulfill Ita purpose.
Oaneral aolanca la an Important offering In the traditional
Junior hl(^ aohool and lialpa to I'ulflll Ita funotlon In tha
following aayai
1. It maata present and future needa of puplla.
e. It reveals to tha pupils tha poaalbllltlaa In
some of the major flalda of learning.
3. It la an exploratory ooursa.
4* It does effaot aconony of time In education by
preparing studenta for future aolanca oouraea and providing
thoaa «ho leave aohool early a wealth of uaeful Information.
5. It aervea a guidance function In that tha vary
nature of the eouraa makaa for clear Independent thinking
80 necessary If pupils are to learn to make aatna deolalona
for thamaalves.
6* It bridges the gap between elementary and aeoon*
dary aohool laamlns*
^
Just AS It Ic d«Blrftbl* to foiwulat* » at«t«M&t of
funetlona «hioh la aooaptabla In Vh» ll^t of prasant day
tblnlcing, ao la It daalmbla to ra'-axamlne, ravlaa and
bring up to date tb« eurrlculvim vftiloh brlnga about tha
vaallaatlon of thaaa fimotions*
Alna and Objeotlvaa
In tba pravloua aactlon the apeclal funatlon of tha
junior bla)i aohool waa dlaouaaed* It «aa polntad out that
tbla Inatltutlon antst fulfill Its fxinotloa throu^ Ita our»
rloulua. The «ork of Xooa (SO) and bla atataoant ragarding
tha funetlona of tha Junior high aohool have been cited*
Frea hla auaataary It oan be aald that the function of a
Junior high aohool la to render aervlce to puplla. If the
Junior hl^^ aohool or any aohool for that matter, la to
render aarvloe to puplla than It oust offer i/tmt thoae pu*
plla «ant and need* What the aohool haa to offer nuat reach
the pupil, to a large extent, tlirough the curriculum. Since
It haa been eatabllshed that the aim of the aohool la to ofo
far to the atudant thoae thlnga ahlch he needa to meet life
altuatlons and that tha needa of the puplla are net throuflib
the ourrloul\«a, then It Immediately beoomea apparent that
the ourrloulun muat be kept \ip to date* tThat It nuat be
aooatantly studied and Improved, and that tba alaa must be
kept alearly In view la equally apparent. Since aolenee la
^
a d«flnlt« port of tha ourrloultai of ths traditional Junior
hl^ sohool It is odI^ raaaonatola that the alma of ganaral
solanca b« ooneldared In thla morV.»
Id loe? Curetou (8) mad* tba atataaaat that, "there la
DO gatteral agrvenont conoamli»; the basic alns of Junior hlgb
sohool ^neral aolence." Bo«aver, by golog back aooo 80 years
and atudylng the alas c>i>*'^^7 aooepted froa that time to the
lireaant, the writer ean aee a eownon thread of objectives run-
ning through most of the stateaents of alJBS for J\silor hl:^
aohool gmeral solenoe*
Pollowlns are reporta of aoaw of the more significant
atudles made to Investigate the alaa and objectives of gen-
eral science*
Leicer (31), In 1924, made a study of general science alaa
In vblch he set forth alias of four leading textbooka of the day.
Be reported a atudy made by Mr* tRallaee H. Klang at the Oalver-
slty of Klseonsln In 19B4 regarding the alas of i^neral aclenee
aa listed by 4S authors and vrltera* Pollowln'^ ere Klang* a
alas as reported by Leker. the ntoober following the aim rep-
raawita the noaber of authors and writers Hating that aim.
Better tmderatandlag and ocntrol of envlreoaent 88
Znfonaatlaa about natiire and aolenoe 88
PreparatlcQ for later aolenoe courses 19
Training In the eclentlfle method 16
Development of power of Interpretation and appreciation 14
Oevelopoent of interest In aelenoe 11
Culture 10
r ^
liClnr atatcB In oanoluslant
Do oth«r aubjeot oan give the boy or girl
«bo quits aehool ae anioh uaable knowledge aa
faneral aoienee In the time that la given to
ta teaohlng* ^ tha other hand, akould the
pupil oontlnua through the high aohool, he will
have the eXementary fundaaentala of the apeelal
aolencea and can continue In biology, ohemlatry,
or phyalca, Juat where be quit in general aolenoe.
CuretoQ (8) gwde a atudy In 1927 the aim of lAiioh waa to
determine the oonaenaua of opinion of gaaaral aolenoe experta,
junior high aohool authorltlea, aolentlata, and Junior hl^
aohool atudenta oonoeming apeolf Ic problena aa they are re-
lated to general aoienee. Among other thlnga the problem of
alma waa oonaldered. Following la a Hat of alma which ware
rated by the above mentioned groupa. Hated In their order
of rank*
1* 7o develop In the child an appreolation
of tlia value and iiaportanee of aolenoe aa It af-
fects hla dally life to the end that he may aequlre
the proper attitude toward thoae oivlo-aolentif le
iaauea wbloh he will later be oalled upon to lend
his voice in aolving.
2* To develop in the child thoae general at-
tltudea and hablta of broadalndedneaa, fidelity to
truth, oareful Inquiry and evaluation of evldenoe
in oooneotloD with problena, of logical analyaia of
data iftiieb will tend to mould hla eharaoter and tam-
perament in the beat manner,
8* To develop In the ehlld an Intereat In the
value, worth and beauty of aolenoe to the end that
he oiay have opened before him a great number of In-
tereatlng avooationa and that be may be atlmulated
to go farther into one or more of the meay f lelda of
adentlflo endeavor,
4. To develop In the child thoae partloular
babita and attltudea and to preaent to him thoae
partloular facta and prlnclplea, moat likely to be
of definite uae to him both aa a child and aa an adult.
^
5. To 8tv« th* flhlld a e«Mz«l j>r«vl«« of th«
fleXd of aoiono* to tb* aod that he may hava a battar
baala for the celeotlOD of further aolenoe work In
the BObool and pertiapa In life.
Bargan (1) reporta a atudy made at tiie Tlblveralty of
Wlaeonaln during the atanar of 1980. Iha Inveatlgatlaix «aa
■ada to datanalne a Hat of apeolflc objectlvea of general
aelence. The data for the atndy aara aecured from a grot^ of
88 graduate studenta Mio had a nwdian of five yeara experience
In aolence teaohing. A llat of 57 apeolflc objectlvea for
aelence teaohing vaa aeourad and tUeae wt» olaaalfled Into
eli^t aeparata eatagorlee. It «aa found that aeve aS^phaala
aaa given to aolentlflo thinking aa an objective than to
Bolentlflo knowledge. Folloalng la a llat of the apaclflo
objectlvea receiving the le highest ranka.
1. Ilablt of adantlflc thinking.
5. Development of aolentlflo attltiida.
8^. Knowledge ahloh will give an Inaight Into the
nature and orsanlaatlcn of the aBvlronaent aaklne of It
and organlMd whole inatead of a lot of die Jointed parte.
8i. Powara or ability In the uaa of the aelentlfle
■athod.
&• Appreolatlon of the beneflta of aolenoe.
6. Khowledi^ of aolentlflo faota, prlnelplea, and
Ideala.
7i, Dealra for further knowledge.
7i. Habit of Inquiry.
0. Power to apply general prlnelplea to new and
ooaplloated faota.
^
10 • Kno«l«d^ oonocmlnr:; appllonMs and prln-
alpl«8 «tilch aelMiee hM d*v«lop«d irtileh are uaaful
In walftng for isr9mt»r eomfort and eonvanlenoe In hoiM
and eooamlty.
11. I&iowledga vbleb will eatlafy natural ln«
taraata In foroaa of nature «lth «hl<^ aa are aur-
rouDdad, and «lth «hi6b «• moat daftl«
IS* Appreciation of unlveraal operation of
natiiral !•«•
Brlgga (8) oooduotad an tnfonsal Inventory of the needs
of aelenee toy repreaentatlve oltleens and of Ita poaalble
valuea« Aa a reault of tbla atudy tbe author ma'tes tlie atate*
■ent that "aotenoe deaervea a greater place In education than
ever before •" Bo alao loalces It clear that be doea not feel
that the Hat of objeetivea obtained In thla atudj la eomplete
but au(;;'^e8ta that the Inventory dlaoorera the objeotlvea to>
eard whlob general aolenoa oouraea ahould ala. nie Hat of
objeotlvea reaultlng fron Brlggs' atuOy are Hated under alx
■aln headlnga thuai
!• Utility! Oensral aolenee shall teaeh pupils
to hno« shat the utilitarian values of adonoe are,
how seienee Is applied to make life safer and eaaler*
S* Appreelatloni Solenoe should naks stvtdenta
aware and appreciative of the wonders of nattire*
S« Avocation t Science should contribute to
ths vise and profitable uae of lelaure tlae*
4* Soolal Contaotai Although not an objective
directly sought, a knowledge of science maJeea poealble
■any soolal contacts >
6* Solentlflo Attitudes! Okie of tlie first ob-
jectives of science teaching Is the aolentlflo at-
titude and approach to any problem altuatlon*
6* Preparation! To prepare students for later
■ore apeolallaed etudy of the sciences*
SB
Croxton (8) m«d« « study In ieC5 the purpose of irtiloh
«es to further consider end elerlfy alna of solenoe teeoblni*
In this work the author aekea a atatetoent vhleb la very slg*
nlf leant*
Our problais In aolanoe teaching la clear*
Ve muat detenalne ehat «e are trying to aooon-
pllab* Instead of attea^tln/; to find poaalble
uses for the traditional body of subject aatter
ehloh «e are teaching*
PoXloelng Is a list of the solenoe alms as evolved by
Oroxton* Their order has no slsnlflcance* The author sug-
gests that sach aim la to be kept clearly before the teacher
that definite measures may be taken to aehleve It*
1* To open nee avenues of Interest and satisfaction*
8. To lead to broader ooooepts and wider outlooks*
S* To lead to utilisation of knowledge and ex-
perience In coping with the forces of nature and In
making \ise of the fruits of discovery end Invention*
4* To develop soelal attitudes and appreciations*
S* To cultivate scientific attltudea and habits
of procedure*
In the Forty-Sixth yearbook. Part 1, of the National
Soelaty for the Study of Education (SS) la found a very good
statement of objectives for science teaching* Tbs statement
of objectives as given is not Intended to be exhaustive* To
(|aote the yearbook t
It alms to show types of objectives and to Illus-
trate, rather than to list In ccnqslete detail* As a
matter of fact, a oorsplote listing of all possible
specific objectives should probably not even be con-
sidered* The statement of objectives themselves. Is
Intended In a real sense to Indicate directions of
growth^— perhaps never oomplete, but always being re-
vised by claasroom teaehers and others, and thus
^
thins nevar finally uid «holly ranllsAd.
FeXXovlDS !• « Hat of tb« objective aroaa auggoated by
the yearbook with a few of the illustrative exaapXea for each.
A* JPunottoaal infomatlon or faot about suoh
natters asi
1. Our unlverae.
2. Living thlntjia.
5* Snersy*
8. Functional oonoepts, suoh asi
1* Spao« Is vast.
2< The earth is very old.
C. I^lnctlonaI unders tendinis of prlxielples.
suoh act
1. All living thlnf^ reproduce their kind.
Z, Energy oan be changed frotn one fora to
another.
0. Instrumental skills, suoh ast
1. Read solenoe content with understanding
and aatlsfactlon.
2. Perform fundaoental operations with
reasonable aeeuraoy.
E» Problem solving skills, suoh ast
X. Sense a problem.
2. Draw ooneluslons.
y. Attitudes, suoh as I
1. Openalndedness, willingness to
oonslder new facts.
2. Intellectual honesty.
S. Suspend Jud0Bent.
Q. Appreciations, suoh as:
1. Appreciation of the ooDtributlons
of scientists.
2. Appreciation of basic oause>and>effeet
relatlcnshlps.
B. Interests, suoh ast
1. Interest In some phase of solenoe
as a reoreational activity or hobby,
8. Interest In science as a field for
a vocation*
The first question proposed by tlw writer in the ques-
tionnaire sent out to the Junior high schools inquired Into
th* ains and objectives of the course In general solenoe. In
all, 16 speolfle aims of a oourse in general solenoe were sug-
gested. These 16 aajor alas have been grouped Into five oata-
^
gorlvs* The five oataisorloB witli tba aloui of aaoii oatagory
ar« given In 7abl« 3* The numbar following the apeolfio aim
repreaenta the nuslber of aolenoe teachera voting for the
apeolfio ala*
1
Tabic 8* Alms of aoiance tsaohlxu;.
! Frequency of
Ai« : mantlon
To promote understuidlag
To mderstand n*tur«*s world, plant.
anioal, and maobanloal
8
To underataad Ufa and how It oan coo-
trtbuta to paraonal wall being
4
To underatand the valxw of eolence In
our modem world
a
To help the pupil understand what be
reads and haara
1
Ta promote developoient
To develop creative ability end eklll
4
To develop a aoiantlflc attitude
10
To develop a wide and varied Interest
In aoienee
10
To develop right hablta, methoda, and
•k
ppoeedures, and aeouraey In report-
ing knowledge
1
To serve an Introduotory and exploratory function
To Introduce the student to the baalo
prlnolples and ftmdamental theorlea of
solenoe
18
To acquaint hln with the apaclal aolences
and prepare bl» for ftiture schooling
14
To promote learning
To learn to manipulate equipment
To make a atudent aware of and to help him
to learn the Inplicationa of his environ-
ment
To leam to make adaptati<wa anc! adjuatments
to ones environaent
To learn of the oontrola man haa over hia
environment
To leam the aolentlfio method of attacking
any problem
To provide recreation and worthy use of lelaure
To j»*ovide a worthy reoreational Interest
for leisure and enjoyment
6
^
8ttbJ«ttt Mattmi>
B«for« tha •atabllatJMnt of th« Junior high aohoola, th»
typical sehool ayataa of farad ptagralology or natural aolanoa
In tdie aaventh grada, phyalolojgr In tha alghth grada and
pbyaloal gaography In tha ninth gmde aocordlng to aruhn and
Douglasa (11, p<114). Betvaan 1910 and 191S couraea in ganaral
aolanca bagan to appear lA^oh included much material from the
flelda of chenlatry, pliyaioa, biology and othera. The offering
in the field of general aoienoe oan be conaidered a traditional
field in ttie modem Junior high aohool* Zta poaition there la
defended en every hand.
Vhile it vould not be neoeaaary to defend the poaition of
general aoienoe in the Junior hli^ school it might be neoeaaary
to defend aooie of the aubject matter areaa of the offering in
general aoienoe. Indeed, the ourrioulum in general aoienoe
grew out of the evolution of the aoienoe offeringe in the up-
per elaaontary and lower high aohool {jpodea. That evolution
la atill going on and ri^tly ao. I^irthemore it ia the Job
of ourrioulum eorkera and textbook writers to aee that au«h
evolution be continued. Only through axioh evolution ia it
poaaible to keep the subject up to date, to meke it »9ry
adequately thoae it is deaigned to serve*
Extensive roseamh and experimentation have been done to
determine ibet ia suitable subject matter for general aoienoe*
^
ttadti «iXl n—d to b« don* In th« future. Of tb* r«a«u>oh
that t»m b«on dons, nuoh h»B tMwi ba««d on tlw itnAlyala of
taxtbooks. Savla (10), Zlar (17), Klopp (16), and Wabb (87)
liava analyzad taxtbooka en ganaral selanca and all, aooord-
tng to Holl (86, p* 106), oonour that tiieao taxtbooka are aub-
atantlally allka in the aeleotlon of aubjact matter, but are
not in oodforaity with ohlldran'a intereota,
Harap (18), reported a atudy in 1984, one of the porpoaea
of which ma to deteralne the aolenoe needed by preaent day
Aaarloan eo«aanlo life with apeeial reference to food, fuel
clothing, and ahelter* In his study he oade oonpariaona be-
tween actual praotioe and iriwt was oonaidered efficient prac-
tice at that time, Harap*a atudy reaulted in a list of aolen-
tiflc terma found in the fields of biology, ohemlatry, health
and hygiene, hoaw eooaoaica, and phyaloa* In all, there were
707 acientifio tema found in 18SQ oooBaoditiea offered to the
eonauiMr*
Curtta (6) Bade a ayntheaia and evaluation of three city
oouraea of atudy, four aoalyaea of textbocdca, aix atiuSiea of
aoiantlfio interest, three analyses of current literature,
Karap'a atudy of co n amer aoience, and one oannlttee report.
Thla work reaulted in a Hat of 1880 topioa aa the baaia for
detemlning what la auitable and the beat aubjeot natter for
general acienoe.
Cureton (4) brought together the reaulta of various
eurrioular atudlea In general acienoe, including Inveatl-
gations of newapaper aoience, ehildron'a and adulta* ({ueations.
^
a larg* nmber of taxtbook uiftl7»e«» books oa aoteooe teach-
ing, AQd tMt« la oeuitrkl •ol«no«. Viw parposo, amaoe othor
thln«i» «M to axvlvo at tfliat ahould b« the coutent of subjeot
■atter of ganai'al soienee* %• attidy reaultad' in a atataoant
of 612 toplOB of gauaraX solanoa.
Davla (10) BMda a atudy to dateralna the aubjaot natter
toploa of the eight textbooka aoat widely vwed In the schools
of Vlsoonsln. Analyaee aeve aade of the lateat edltloas of
the eight textbooks appearing during the school year 1929-lsSO.
Thla atudy reaulted In a atatenent of 137 toploa of gMMral
aolenoe. It further revealed that of the el«fht textbooka
studied there «as oloss agreeaent aa to tltb vinlte on Air*
Cater, Heat, Veathar, Ll^t, Xa«Mtlaa and Eleotrlelty,
Saargy and Kaehlnea, Plants, The Boaan Body, and Poods. There
«as fair agreawent on the unlta Smmd, the Solar System, and
Rooka and Solla* There aaa little or no agreeaant of the unlta
Anlaala and Clothing*
In the ThlPty-Flrat Yearbook of the national Society for
the Study of Education, Part I, A Program for Teaching Solenee
(84), the following atatenent la madei
Probably the moat effective influence making for
greater uniformity In the content and organisation of
general aolanoe «aa the report of the Oomaiaslon on
the Reorganisation of Scionce in Soooodary Sohoola*
The Kepox^ of the Comalaalon on the Reorganisation of
Salanee in the secondary School (28) says in parti
Oeoeral sclenoe ahould uae any pbaae of any
special aolenoe vhlch U pertinent in the citisen*a
interprotatlon of a worth-ehlle problea...The par-
*1
^
tioular units or atvAj should be those tliat
truly Interest ti^ie pupll««»*t*Mo topic ehoiild
be selected niilcb Is aeegve In content or lack-
ing In slffilfleent prol>lMui»«...Xn onsnnXutns
this sMkterlal the topic should be the lu^
unit to ehich lasny specific pieces of nortc ere
related*
Many authors of textbooks heeded the reecHaeBdatlcDs of
the report* Also, following the publloatlon of the report In
lesOf there appeared several Investlgatloos of the content of
general selenee courses* Webb (S7) made an analysis of IS
current textbooks in tlie field and gained a picture of the
branches of solenoe represented and of the aajor topics of
each science* Ovem (87) aade a study of 13 textbooks appeer-
ing i»>ior to 1080 and this study served as an additional cheek
list for topics treated in general eclence, acoordlnc to a dl«
gest of this study reported by Gurtis (6, p* TS^VS}* liieokel
(88) analysed 14 textbooks and set forth the ftmdsswntal topics
and their frequenoy of occurrence in the textbook studied*
(hirtls and Bobart (7) aade a study, "A Qeoond Synthesis
and Evaluation of Subject Uatter In deneral Science," in irtilob
a total of 88SS topics eas eonpiled and evaluated to determine
their appropriateness for inclusion in gsaeral ecienoe text-
books and courses of study. This study revises and extends
the list of 18S0 topics compiled and evaluated by Curtis in
1988* Unfortunately, this second study Is unpublished and
therefore the farmer study provides the beet available and
meet ccnprehensive checklist of topics and principles that
have reeeived recosoitlon In textboeke and courses of study.
^
Th««« atudlea rovasl • olos* aiaillarlty In th* subjaet
■ftttar araaa inoludad in th« vvlous taxtbooics* 7h*)?« la
variation In tha naaaa appllad and tba manbcr of vmlta Into
vhlofa tha varloua aubjact luttar araaa ara dlvldad. Th«ra la
aooM variation In the numb«r of toploa treated In tha various
taxtbooka analysed. There la great variation In the number of
toploa atudled and evaluated by the various inveatigatora •
The Ourtla and Ilobart study, olted above, would oonatitute
ttas aoat valuable oheok Hat of aubjeot matter toploa In general
aoienoe. Aa already stated, this la an tmpublished atudy. The
lateat and most ooaq>rehenaive atudy irtiieh Blight be uaed for sueb
a oheokliat is tba Ourtla liat already olted. Thia study doea
not, however. Include any toploa appearing alnoe 1980.
An endeavor has been made to devise a supplementary list
of modem or reoent toploa iftiioh might be profitably uaed in a
textbook or oourse of atudy. T«o aourees of data were utilised t
(1) the eight textbocdcs reported on in seotion one sere analysed
for reoent subject matter topies, (8) the problem was next ex-
plained to the pupils in the general selence classes at Boawell
Junior High School in Topeka, Kanaaa, tfisre t)ie preaent writer
was teacher of general solence. The pupils' interest in the
problem was aroused and then they were asked to submit lists of
current and modem toplos lAiloh they would like to find discussed
in their own science textbook, ^any valuable contributions to
the supplementary list were thus obtained. Iliis supplementary
list makes no pretense of being ooaplete, it Is believed that
^
It ootitalna sqom vary valuable oontrlbutlooB • Th« raaulta of
th«a« t«o taohntqu«a ara glvan balow and are ballevad to b«
tha aoat appropriate a\)bJaot awttar areaa*
Air
aerodynanloa
fll^t at apeed of aound
liquid air
altimeter
wind tuonela
alrfoila
Electricity
photoelectric eell
frequenoy modulation
ahort wave
eleotronioa
televlaioD
sound pioturea
•ire recorder
teleeoMaunioatioQa
Fooda
deep freeaing
food debydxnitlon
gaa refrlgeratora
hoiMgenlied milk
dally food requlrementa
Tranaportaticn
autogyro
helicopter
Jet propulaion
pilotleaa planea
dleael eleotrio
loooaotlvea
dleael enginea
auperobargera
aail planea
glidera
rocket power
Jet propulalon
autcnatic pilot
gyroaompaaa
gyroatabiliaer
atratoaphere flight
midget eara
railroad radio
Sound control approach
atrwaant landing
.
Induatry
Hatter of the unlverae
-
air oondltlonlng
radioactivity
prefabricated dMlllag
uranium
atoBlo po«ar
thorium
plaatlos
Plutonium
■ynthatlo rubber
new and rare elements
rayon
molecules
nylon
atoms
airplane duattng
eleotrona
cellophane
protons
cfllluloae
neutrons
eleotrotyplnij
atomic flaslon
bakellte
plexlglaa
hl^ octane gasoline
ambergris
pyralln
Uodem Inventions
inlcrofilm
thermit
radar
radio beams
atcm smasher (oyolotroo)
Health
eleotron niorosoope
magnetic microscope
.
protoxoana
atomic bcnb
penicillin
Incindlary bomb
atreptonyoln
flame throwers
D. D. T.
flame weoder
blood banlca
black light
sulfa drugs
wallcie talkie
biological warfare
polaiK>ld
iron lung
V-a rockets
virus
neon lights
atomic dlaease control
fluorescent lights
artificial precipitation
public addreaa systems
schnorkel breathing equipment
The universe
Mount Palamor
Pluto
-
artificial meteorltea
^
In th» q\i«etloQn«lr« a«nt out to the varloua Junior hl|^
school*, thr*« qiMstlons regarding subject natter areas vers
asked. "Rm reauXts or t)>eae quaatlons are given in Tables 4
and 5. From a study of these tables. It oan be seen that 26
out of the SS repo)t>tiug a oourse in general solence feel that
the present subjeot matter Is meeting the present needs. How-
ever, It must be pointed out that soim of those obviously think
that sooe alterations might be nade since 31 votes were oast
for otaangea either by addition or deletion of subjeot natter.
Fourteen voted to delete some sections of the present subjeot
mstter vAiile 17 voted to make additiona of aooie aeotions. Aa
ml^t be expected, there la considerable oonfliot in opinion
as to «hat should be left out and what ahould be reinforced
with additional topics. Kor example one teacher voted to
leave out astronomy while one teacher voted to add topics from
that area. Three teachers voted to leave out health #i.ile two
voted to include more topics from that area. It should be poin-
ted out here that those three voting to leave health out did not
do ao because they considered it unimportant but beoause it was
being covered in other courses. The one teacher voting to leave
out the area on aeotMnics voted to do so on the baais of a purely
local situation in wlUoh he atated that his olaaaea were all
glrla.
The area of modem Inventiona received more attention than
any other as a possible new unit for inclusion in a courae of
study or fceneral science textbook. In this area were mentioned
such things as atoalo energy for ships, cars, trains, and ata-
^
tloDATj povarpXants, radar, talavlalon, and alaotroraloa*
Ob* taatfaar ■agcaatad a unit aa Boaanlea* this tA0tt
•onad Ilka a unit for aoolal atudlaa but thla taaebar «aa
Mptiaalitng tha ln^ortanoa of tba blologloal and aoologloal
Moaldaratlona of tauaan axlatanoe.
Two taaolwra votad to laava out araaa of tha presant
aubjaot aattar but did not Indloata ibrnt araaa ttmj would
laara out. Kour votad to tnoluda additional araaa of aub«
Jaet aattar but did not maka auggaatlona aa to lAiat ahould
ba laaltidad*
Tabla 4* Taaehar avaluatlon of aubjaot aattar of
Junior hlgb aohool ganaml aolanca*
QMatlon t Mo. voting t not
> yffi R9 t y^im
i. Do you faal that tha praa-
•at aubjaat aattu^ la fulfill'
lac Ita porpoaat 88 8 B
4A* Do you think that aoaa aao^
tlooa of tbm praaaot atd>Jaot
aattar oould ba laft outT 14 17 4
4B. Do you think that aooM
aatarUl ahould ba Inoludad
that la not at tha praaant
tliM baln« glvan acnaldaratloDt 17 8 10
^
I.
ii
o
f
!!
i
C4 ri H i-t n n '« C4 ■-• Oi i-<
I
♦a
t s
5 If
8 4* -H
«>4>r4 S
O O
• «« •• W«nMr-l r4 «H
§3.
8e Oi«> A4> w a o
*84i:4»^ggg
8 0410*38 ■rlrj.
Com 4* Eo3o4>B4J
imri
^
SupplwMntavy Materials
In moat sohool ayatMM tha aubjeot mattar offarad by
tha adoptad taxt ooastltutas tha iMin body of aubjaot Mattar
In tha oouraa In ganaral solanoa. This la cnly a natural
aituatlon. Ho«avar, taxtbooica ara of naoaaalty mora or lasa
static. Evan with constant ravision It is inpossibla to hava
tha vary latast davalopnanta in tha fiald of scianoa included
In tha taxtbook. For this raason it is raasonabla to urga tha
usa of supplamantary matarlala to kaep tha oouraa in ganaral
seianoa laodam in avary raspaot in ordar to ralata it to tha
axparlancas of tha pupils.
Baaad on information gainad from bastion 2 in tha <tuas-
ttonnaira, tha following eatagorlas for classifying tha sup«
pl am a n tsry matorials wars propoaadt
1* Salaotad ganaral works i
books on idiotography
books on wsatbar
books on haalth and first aid
books on astranooiy
8. Supplamantary taxtbooksi
Basic Solanca Kduoatlon Sarias
8mlth-Trafton Sarlaa for 7'th, B'th, and
9*th gradaa
Oruanbarg and Unsiokar, Scianoa In Our Llvaa
Vood and CarjMntar, Our EtoTlrcnmant
Dull, Mann, and JTofanaon, Modam Scianoa
Davis and Sharpa, Scianoa
8* Rafaranoa workai
Qanaral Eneyolopadiaa
Tha World Book
BoA of Ibiowladga
Comptons
Junior Brlttanlca
^
4* latMi^n** and Solantlflc Parlodleal*!
Popnlar oolme*
Selanee Dlgtat
teienos Mmn L*tt«r
Currwit SolMie* and Aviation
Fopular Maehanlca
Solano* Illuatratad
latura Magasln*
B* Oovamnient Pnopblata and Bullattnai
laatbar Bureau Publleatlona
Poraat Sarvlca Bullatlna
Dapapttaant of Agrloultuiv Publloatlona
A* NblloatloDa of OoEasarclal l^lmai
Muaieipal Publla Utllltlaa Studlaa
Vaatlni^ouaa Llttla Soianoa Qarlaa
AaMrloan Talayhooa and Velagnvh
OaXlfomla and Hawaiian Saifar Raf Inlas Corporatloo
MatlooaX CartMn Co^any
Sperry Oyvoasop* Conpany
Oanaral Motora
Alrllnaa of ttaa Unltad Stataa
Aaaoolatlon of Aaarlean Rallroada
tmhlm fl rt>a«a th« apaolflo eatagorx of aupplaaMBtary
■atarlal and tba matbar of aohoola raportlng that oatasory.
Six aohoola raportad no aupplanantary natarlala irtilX*
aohoola raportad aaterlala froo Bor« than oam oatagory*
Tabl* e. Ca« of mvpplMmaturf mtarlaXa in Junior
hlcb lobool gtomrti. solenee.
^••Iflo I lotfMr of aohoela t Bx%«nt of t lunbor of
•mtrngfaj i roportlng fete i omfeagorio* i aohoola
u
M
»
It
6
7
I
«
6
4
8
^
VlmiiO, Alda la Omcmvl Sel«na«
Tiaual aids aay b« thona^t of by som •■ a t/p* of aup*
plwMntary Mitaplftl. This point of vl«» wi* ahowt bj awajr
«ho Muiwercdl ths quastlanaalr* ue«d for this study* It Is
tnw that visual aids sm^w additional subjaot matter avalX-
abla* Indaad, that faot la th« Juatlfloatlon of tba Inelu-
sloQ of tba Bubjaot of vlaual aids In tbla thasls iriilch Is
prlowrlly oonoamad wltb sub J act matter* Visual alda mate
subjsat matter available that would otherwlaa be loat. This
Is true In such a unique vay that a separate olasslfloatlan
la Justified*
Hoban (18, p*9) defines visual aids as
any ploture, model, object, or devloe iblch
provides oonorete vleual experlenee to the learner
tar the purjwae of (1) Introduolng. ball41ng up,
or clarifying abatraot ooneepts. (8) developing
desirable attitudes, and (8) stuulatlns further
activity on the p«rt of the learner*
Visual aids are very laportant In the teaching of solenoe*
Preatoa (3S) makes many referenoes to the need for visual alda
In developing dear mental Imagery. Re makes the st«tament
that
no field of knowledge offers greater variety
and richness In theee belpe than does science,
and probably no field needs tbea more.
Perry (88) olaaalflea the various kinds of visual aids
under six main headings i
X» ttM a«bool Joum«7
S« MiMimim iHitariala
S. Oraphlo ia»t*ri*ls
4. Daaonatratlons Mad dr«utlMti<ma
C. SftlU flguras
4. Motion ploturaa
Mm r«f*ra to the sohooX journey aa th« aoat alople ot tb«
viaual alda and Vam aotlon pleture aa the nioat eoaplex.
the aohooX Journey aay be uaeful in Introduolng a unit
of aubjeot matter or In auaaary of auoh a unit. There la
uaually aaple aaterlal available regardleaa of the loeatloa
of tbe aohool.
n>e HuaeiaD la a valuable eontrlbutlcm to any aobool and
•faouXd be Maintained In oonneetlon elth tbe solenoe departaant*
Addltlona ean be aade to the aohool anuraum throu^ the aolenee
elaaaea and tlie aolenoe olaaeea or aeaOiem of the aelenoe olub
aan aaawM aame of the reeponalblllty of Ita malntenanoe*
Oraphloal naterlala aueh aa waathMi* aapa, graphloal re-
lief aapa, tbe globe, oharta and aodela offered by the biolof
leal aupply houaea make valuable contrlbutiona to the general
aelMioe laboratory or olaaaroon* Many eaoaerolal oos^aniea
provide oharta uaeful in aolenoe olaaaea. A etaart of the atoaa
le not out of plaoe in the general aelenoe elaaaroaa* A ehart
of the aetrle ayatea or welfljata and oeaaurea is of si^at value*
Somonatrationa aerve aa a tool of viaual inatruotton* If
planned ahead of tine and «ell done they nay greatly enriob and
extend the etibjeot natter of general aolenoe*
rioturea are of aeveral foxva* Still pieturea, flat pie-
turea, and atereographs are eoanonly uaed. Projeoted plottiree
^
•u«h •• alidcs snd ftOa «trlp« ar* In eoaaan ua« an vlaual
alda.
Probably the laoat eomplax of all vlaual aids la tha
aoond aotlen pletura* Of tiia 86 aohoole partlolpatlns In
thla atudy all rapertad tba uaa of motion plotupaa. Parry
(86) atataa that
young taaolwra. aapaeially, ahould ba aamad
that tha notion ptotura In tha elaaarocM la not a
aubatttute f9r auparvlaad atvtdy, azparlmant, dls-
auaalon, and i«vla«.
Many axparlaanta bava baan undartakan to laam tha plaoa
of olaasroom fllaa aa a aaana of Inatruotlon. Moat of thaaa
atodlaa dawmatrata that thara Is a daflnita plaoa In tha elaa8«
rooB for Inatruotlonal motion ploturaa»
l^MB (89) oonduotad a atudy to datamlna i^loh of t«o
groupa, otharvlaa handlad aa naarly tha aaraa as poaalbla, got
tha Moat out of tha two aatboda of praaantatlon of aubjaot cMt-
tar, that la, tha oral or vlaual. Tha author advanoaa axparl*
mantal avldanea that the uaa of vlaual alda la of nore than tha-
oratlonl value* Tha uaa of auoh alda atalcaa the aubjact auittar
mora vital. It ({Ivaa It mora value, and adda a oartaln ollnoh-
Ins power •
fhara la another alda ahleh ahould be presented here.
Kaaalar (18) made a atudy to determine tha extant to ahleh
aartaln seleeted Instructional fllaa In aelanoe aontrlbute to
tha reallaatlon of three of the major alma of aelanoa teaehlnj
In the aaooDdaiT' aehoola* Ihase three teaohlnu alma. In terms
of irtiloh the film oontenta w*Ta analyiad, arai
^
la To affcet an undsretandilng of aolontlfio
prluolplaa that will Amotion la tha avaryday Ufa
and aatlvieiaa of tha atotent.
B* To taaoh tha alaawnta of aolantlflo
■athod aa aklll to t>a aaplojad In tha aolutlon
of prdblaou.
8* To davalop tha aolantlflo attltudaa*
In hla work Xasalar uaaa tha tara *unlqua function."
Ha daflnaa thla tarn by aaylact
It la an aduoatlonal axporlanoa ahloh tha
■otlon plotora owdlun oan provlda but «hleh
eannot ba provldad by any othar typa of audlo-
vlaual aid*
Following la a Hat of "unlqua fttnotlooa" aa axiggaatad
by talat
1. Mathoda or prooaaaaa not dlreotly
daaonatrabla
S. AotloD obaarvabla only ▼loarloualy
8* Obaarvabla aotlon obaarvabla only
throng animation
4* Unobaarvabla aotlon throng aalaatlon
B» Slow aotlon pbotoir^tay
e. Tlaa>lapaa photography
7. Slaulatlon of raallty tlu*ou(^ tha
Incorporation of raoordad aound
Twantyfour fllaa* aaauaad to ba tha b«at avallabla,
wara aalaotad for atudy. Tha 1784 aoaneaa ahloh inada up
tha 24 fllaa wara analyaad "critically In tha light of eara-
fully praparad avaluatlon orltarla." iCaaalar faala that tha
baat fllna In tVM flald do not aarva thalr purpoaa wall| that
tha baat (Unction parforaad la that of "brlnglag tha world la-
^
to th* olacarooa." Many of the potentially valuablo fymo-
tlons are utllisad far too llttla. Miniature photography
la uaed too llttla. Too moh a^phaala la glvm to tba ln>
aplratlooal and tha dranatte* Aocordlng to Kkaalar thar*
la no aound avldanoe that tha fllaw do, or even try, to taaidt
aclantlfle prlnolplaa« Tha beat fllma do not taaoh tha ala-
■anta of the aolantlflo natbad. Thara la no Intantloo or ef-
fort to teaeh aolantlflo attltudaa. Be ballevea that flla
produoars fall to uae the apaclalliad fmotloo of ahlob thla
■adlum la oapabla*
In tha ((uaatlonnalre whloh ma tha baala of thla atody,
queatlona vara aaked about t«o phaaea of tlia vlaual aduaatlon
prograa, naaalyi Do you nake uae of plotxirea, slldea, and
fllma. In developing your noarm* In general aelancaT Do you
take your olasaea on aehool trlpa In developing your oourae
In ganeral aolanceT Of the 36 aohoola participating In thla
atudy, all reported the uae of pleturea, alldea, and fllna In
tha ganaral aelenoe oourae* T«wnty-ana of the S6 reported the
praatloe of going on aohool Joumeya In the developoant of tha
eourae In general aolenoa. Table 7 glvaa Infoxnatlon eoneam-
Ing aatlvltlea vlaltad*
•
Wbl* 7, Aotlvltiss vl«lt«d on school JounM^a and avt^bur
of sohoola vlalttng*
Aotlvitloa rlelted j Hunbor of
Water plant IC
PotMr plant 14
rira atatloa 18
LOMl 8U«g» 11
Study of rooks » aolla, and arosian 9
Oraan housa 9
Vfaathar buraau •
Airport e
Obsarvatory S
Radio station 6
lallroad «i«p« 4
Tolaphooa offloa 8
MlMI 1
Zoo 1
OaHunitjr itosauro**
Zt la • nattirel trwwltlfla fron • progr«a of visual alda
la g/KomrtX aoleuo* to on* of Magntnlty atudloa* Thla la as-
paolally trua wbaa otw thlnloi of th* aohool joumay. For
tbrongh tba aohool Jeumay ooMaa ao mmaj «u<g«atlana for ooai-
Mmlty atudlaa. fbo ooBMinlty atudy la mor«, ho«aver, than a
aohool Joumay. Tba aohool Joumay la uaually not loo^r tlian
t«o or tiiraa olaaa parloda oonblnod Into aom parlod. Th* ooa«
jBunlty atudy may (;ro« out of aone aotlvlty^ oba*rv*d n**4l, or
•xparl*ne* anoount*r*d during th* aohool Joaroay and aay raault
In th* Initiation of a projoet oovarlng a «bol* saa*at«r or a
y*ar> or ovan iaor*f In aom* apcolal caa*a< If tha oawaunlty
atudy oaa ba th* dlraot reault oT tha aotlvltlea or obaervatlons
of tha puplla, ao ouoh tha b*tt*r« Many eaa«a ar* In th* r*«>
oorda In ahieh puplla hav* obaoi^ad osrtaln oandltlooa irtileh
brought about a «orth-«hlla oonsunlty atudy. Partiapa In aoat
Inatancas It «111 b* n*o*aa*ry for tha t*ach*r to guld* th*
jniplls In their aotlvltloa and oaua* th*m to aaa lAiora vorth-
«bll* atudlaa oan b* mad** Sine* thla la trua. It «111 b* n*«-
asaaz? for tha taaolMr flrat to know th* eooBninlty In i^Ailch ta*
la t*aehlnc* To know of Ita roaouroaa for gaaaral aolano* aub-
J*at aattar, to know Ita problaaM, to aaam Ita paopl* and Ita
Induatrloa will ba r«qulr«d of a taaohar «Aio la to dir*ot ooBt»
■unity atudlaa*
Ob* of th* moat aff*otlv* lnflu*ne*a making for gr**t«r
^
unlforalty in tha eant«nt and orgsnicatlon ot gnaaml aolraec
«M tba r«port of th* CoBnlasian for th« RsovcwlBatlati of
Seianea In ttia SaoondaiT' ttoboola (82). This atudy haa also
baan quota<l by ttaa Rational Boelaty for tha Study of Educatloo
in Ita thirty-First Xaarbook, Part 1, A Pro«nM for Taaohing
Saianoa (84). Following U a signlf leant stataownt fron tta*
raport of that oooMisalan.
Ttia aubjaot mattar of ganaral sdanca ahould
ba salaotad to a larga axtant froa tba anvlraMant.
It will ttasraf ora vary graatly In 4iffiarant oon-
■unltlas.
Sm oiwwiiilTjr haa lans! baan rfoaalwA aa a aouroa of
valid sobjaot mattar by taxtbocric wltars and tbosa ehargsd
slth tbs laprwmsMnt of eurrleulum. Tbm lltaratiira la xw
plata with auooaaa atoriaa of how both sobool and oaasanity
bava profltad wtWB sabools study thalr aoBBinltlaa.
Fiaroa (89) ralatad a vary Intarastlng story of 10 yaan
of davalopnant. axparianoa, and aucoaas as Vails High Sobool In
caileago, studiad and oooparatad with tha oomounity. Itertn« tha
tan yaar parlod tha aobool and aiamiiilty oooparatad In tha utl-
Usatlon of oounolls of bsalth, rallgious aetlvltlaa* gardsolng.
buslnasB training* labor aondltlons, eblld walfars, and youth
raoraatlon.
Ptsrcsa suggasts aa tha flrat stap in a eannunlty studty,
a surray to Idantlfy tha oaaBunltlas adnoatlonal raaouroaa* It
Is auggaatad that elaasas in aaeh aajov fiald autka aurvaya of
raaoureas ralavant to thalr raapactlva flalda. Zha flald trip
or aehool Joumsy la to ba wldaly usad. Ha suggasts that par>
04
Kits and lst«r«at«d lay eltlams saalst tcsofaars wul in soaw
eas«a t^Mt tfa«7 aotually r*pl*a« t«tieli*r«* Pl«p«« nigaaatB
that aa th« ollaax of all flaltt trlpa, a trip ba aada by poplla
unaldad by taaetiara or othar adulta* Tbaaa trlpa ara to ba ra-
partad on la tar « Soaa tangtbla outeooaa of aoanmlty atudlaa
aiFS augsaatad by Plaroat
8Bab aotlvitlaa aall tha aaaannlty on tha aehool
Nakaa uaa of paranta and lay eitlsaoa
Kaicaa tba ooaaamtty a olaaarooa laboratory
Barvaa a galdanea p u r p oaa
rrovidaa training for oonaunlty aarvloa
Cavalopa good pobllo ralatlana
Bugiiaa (16) raporta a ooMunlty atudy In I<oa Angalaa* Iba
prevalanoa of tubarouloala aaaag laxloana and lagiraaa vaa alam*
lag* TIM author talla ho» tha aohoola aot^yaratad In a wlaaly
plamad and dtraotad progran to allay tha faara and auparatl-
tlona aaMog >agF0 aad Maxloan aohool oblldran ragardlng tubar-
ouloala* Tha aohool eooparatad with haalth authorlttaa Kid
dootora In aoaibattlag a draated dlaaaaa* Tha oauaaa of tba
dlaaaaa wv axplalnad togathar alth tba aatfaoda of dlavuMl*
aad aoBtrol*
Aa a aaeondary outcona an analyala «aa ami» of tba voea>
tlanal poaalbllltlaa for youth In tba flald of publlo haalth.
Dala (9, p.804) uaaa tlia axpraaalon *flald axparlaneaa"*
Ba aaya tb«t aooMtliaaa flrat-band axparlanaaa taka on ecaaw
nlty-«lda proportlaoa* Thia la rofarrad to aa a atudy of tha
aoanmlty* Oala ralataa nany Inatanoaa ahava aebool groupa
^
hten mad* inpoflt«bl« tu« of Vm oaaminity rsaouroas In sueh pro*
Jeeta aa Inaaot eoQtrol, raforsatatlon, gaaa praaerratlon, fira
pravantloa, Iqproraaant of aavaga cUapoaal, and food atudlaa.
Salaa at al* (16, p*168) la dlaouaaing tba utilisation of
II (■■mull J raaovircaa through tto aehool atata that
a auTYOT of tha tinaafllata and nalgHborlag
aurroundlnca ahould ba aada In orter to list
all available aatarlala*
Tbmj angitaat auoh a aarvay la order that teaehara aajr fBaillar*
lae thaaaelvea with tha location and develop avenuaa of approaoh
and at the aaaa time beeonw familiar with aagr apeolal featurea
and purpoaea ahloh ml(^t be aerved*
Seay (84) flnda that throu|th oaaamnlty atodlea atudenta
find aa« Interest In aehool work* niey learn more eelenoe*
The eoaaunlty leama too, and very often developa a oontlnulng
Interest In Improving Itaelf . Ba auggeeta tbet probably the
■oat valuable atudlee grow out of the aohools dealre to relate
aoma aduoatlonal activity to oamnunlty needa> He auggaata tliat
there are many maya to go about a eaaanmlty atudy and that elab>
orate aurvaya are aeldom neoeaaary* Itae wlter agreea with the
idee that elaborate aurveya are aeldom naeeaa*ry ainoe the main
objective la not the aurvey but to midee Imom the edueatlonal
reaou3roee* Koat useful community atudlee have begun with a
aurvey*
It aeemed worth-while to determine ttfiat uae waa being
made of the eoamninlty reeoureea throughout the atate of Eanaaa*
■tth thla In mind ti>e queatlon In the queetloonalre regarding
^
• eoBMnity survey «•• propoMd. Of tha 86 aohoola partioipat-
lag ■od reporting « oouro* In gMMral •elcno*, only flv« r«por>
t«d faaving nada • ooiBuntty mirvvy to d«t«rmln* •duoAtional r«»
■ourfl«a for ganaraX aelaooa* It la antlraly poaalbla for alab-
orata and tlaa eaaaamlng aiirvays to \m aada, for facta alraadjr
knoan to ba oataXagiiad» aid for tba aliola aattar to ba droppad
thara. It la raaaooably aafa to stata ttiat noat aoboola do not
maka aa nuab uaa of thalr raaourcaa aa ^mj shoold. Probably In
thoaa araaa tdiara no aurvey haa baan aada llttla or nothing baa
baan dona In aay of utlllsatloa of adueatlcnal raaourcaa*
It vaa tha purpoaa of tbla atudy to point out na» toploa
and naw araaa of atd>Jaot nattar, and to laam mora about tha
adueatlonal raaouroaa for genaral aolanoa In tha Topaka araa.
Tha othar taaohara of ganaral aolanoa agraad to eoeparata in
a olty wlda aurvay and avaluatlon of raaouroaa* Baafa taaohar
«aa Intarvlaaad uid a Hat of raaourcaa for tha laaadlata araa
of tha aohool In abloh ba «aa taaohlng «aa laada* Thaaa Xlata
vara ooapllad into ana Hat and any duplloatlona aara allainatad*
Thla eoapoalta Hat «aa than aubmlttad to tba taaohara and tha
auparvlsor of vlaual aduoatlon for avaluatlon. In avaluatlag
tha Hat of raaouroaa tha ntsibar (8) aaa plaoad aftar thoaa Itaau
oonaldarad to ba of graataat mar It, tba nunUwr (1) aftar thoaa
ahleh aara oonaldarad aorthy but not of graataat Marlt, tha nua-
bar (•!} aftar thoaa ahlah might ba profitably Inoludad If ad>
dltlonal natarlal ahouXd ba daalrad, and ttia nuabar (•8) aftar
tboaa Itaaa atiloh aara oonaldarad to ba antlraly unaultad. Fol«
loalng la a Hat of tha Itetaa xwoultin r frorn tha aux^ay aboalng
•7
tb* mtlng glvan •aeb Itoa*
I, TofWka Hunlolpal Airport 8 B BBSS
B. 0. S. ■Mithsr BoTMra 8 8 8 B 8 B 8
S* amatm F* Railroad flMpa 1-1 1 8-1 1 B
4* Morrall Paoklac Ooapany 1 8 1 1-1 1 -l
8* Burr M. IJ^MStt Ooapany 1-8 1 -1-8
e* tlslt to a bukosy -X -8 1 1-8-1 -8
7. City loo OonjMuqr 8 18 118 1
B. Oood Toot Tiro Plant 8 1 1 B 8 1 8
8. Printing Ooamany 11 11-11
10. City Hatar Plant B 8 B 8 8 8 8
11. Sooao* OUpooal Plant 8 8 B 1 1 8 B
18. Vlait a dairy farm B -1 1 1 1 1-8
18. Tooueuwh Pooor Plant 8 8 8 8 8 8 B
14. Baatrloo Vooda Company 1-1 1 1-1 1-1
15. Stato Sopt. of Boalth 11-1118 8
16. Vlalt looal flaraoo -1 -1 -1 1 -1 -1
17. visit City Parka 8-8 -11-1-8
18. Vlalt Plro DopartMot 8-1 18 8 1
19. City Hoalth OopartBMQt 1-1 8 8 8 8
BO. Topoica PooDdry and Iron Vorka-l -8 8 1-1 -8
81. JobnaoB Soroa Ooapany -X -1 -1 1 -1 -8
n. visit a rook quary 1-1 11-1-8
88. Radio broadoastiag atatloo 1-1 8 8 8 8
84. Vslagraph off loo 1-1 18 1-1
B8. Topoka Puro Wator Ooapany 1 -1 8 1 1 1 -B
85. Call in roproaontatlvo of
industry 8-8 18 11
87. Obtain apoakor froa Kanaas
Industrial Sovolcqwaat Cobb. 8 1 18 11
88* Bsvoraco bottling Oaa)>any 1-8 111-8
80. Flour mill 1-8 1-811
80. Lako Sbaanoo 8 -8 -1 -8 1 -1
81. Piold trip to study rotfcs,
arosion, ainorala, ovidonoa
of glaolors, fossils, ata. 8 8 8 8 1 X
88. Stem sa«srs and drainaga 8-6 1-11-1
88. Oarbags diaposal projaot 8 8 8-188
84. Plro pravontlaD projoot 18 8 8 8 8
88. Insaot and Rodont oontrol 8 8 X X 8
86* «aahbum Obsorvatory 8 8 8 8 8 8
87. fslspboB* Offieo -18 X 8 X X
frtm a study aada of tho «ark of sovaral authora irtio bava
mado investlijatians into tbo problsn of ooanunlty rosouroos it
is possible to sot forth somo gsaoral objootlvos and prineiplos
rogardiag oaaaunity studios.
!• to aaln kaom t« tlh* aohool tha gHMral aolsno*
i«couroea*
•■ To aalca knoan to tha atudanta tba vital rola of
ganaral aolanoa in tba iodaatriaa, oooupationa, and (anaraX
aatlvitlaa of tba uuiaaunlty«
8* Suoh atudiea halp tba atudaota find na* Intaraat In
aahool nark,
4* 'Sao oomrnmllgr laaxua £rtm auoh a atudy and aa it
laazna ttaara la built up a daalra for lapawraaant*
6* Ttaa aabeel and otaaaaalty ooom ta x«apaot aaoh otbar
■ora and Xaam to aoopamta aora fully*
1. Coanranlty atudlaa abould toa baaad ob a na*d»
8« CoaDiunlty atudlaa abould ba a oo<q>arativa projaot
bataaao tba aohool and tba aoHKulty*
5. Iha aahoOI mat ba vlllixtg to ralata adueatlon to
naada*
4* tha problaai abould ba ooa In ablah tba aebool aan
glva daflnlta balp.
6. "Rvara la atqpla aatarlal la any aaananity for prof-
Itabla atudy*
9, Stodant aatlvl^ and Intaraat abould ba atlsulatad.
7. ?ttpll Intaraat la an laportant orltarlon In dataniln-
Ing ahat la aultabla aubjaot nattar.
8* Subjaat nattar aay vary graatly ft>aa ooa aoaaunlty to
anotbar*
^
smum KXD coacxuszoK
Ught taxtbooks war* used for tba aurvay In part 1 of
this atudy. Tabla 1 lUBaariMa tha four aarlier taxta* Tabla
B glvaa a avaaary of tha four taxta froa ttia atata adoptad Hat.
Ttm t«o CMBfa aay ba ao^arad by oompavtzig tba data axippllad
by thaaa tablaa*
Vroa tba ftndlaga of thla thaala tba followlag eonoluaiona
have baaa raaahad*
1. Tbara ia auah variation In tba vm&Mr of pagaa davotad
to a taxtbook In saoaraX aelanaa. In tba group of aarllar taxta
tba nuabar of pagaa In tbm largaat book «aa 17 par oant graatar
ttaaa tba Boabar In ttia aaalXaat. In tha group of taxta froa tbm
atata adeptad llat tha msabar of paaaa In tba largaat taxt «aa
61 par oant graatar than tha nuabar of pagaa In Vt» aaallaat*
8. tbara la auob Tarlatlon In tba nvd>ar of ptaoto^wpba*
Xa tta group of earlier taxta ona book uaad aa t9m aa 7S pboto-
grapha al-illa ooa faaturad 887 pbotograpba. m tba atata adopted
llat tbara «aa aom taxt with only 174 pbotagnviaa ablla t«o )>ad
889 aaab*
S* vide variation alao ooeurra In tlia matter of draalnga*
In the earlier group tbara aaa ona text vltt) aa few aa 188
dmalasa i*)lla one faaturad 887. In tha atata adopted group
an* taxt featured 401 drawlnga ablla the one with tba aaallaat
faaturad only 184.
^
4* Iter* 1« • «ld« variation In Urn uailatr of oiiporlaMits
outlliwd In • CKiMMl •olono* textbook* la tb» oarllor groiv of
taxta* OD* did not owray an outXlna of oxperlsiantat anothsr out-
llasd 68 and atill anothar outXlnad 141* In tba Hat of ^waant
atata adoptod taxta tha ana *ltb tha laaat oatllnad 6S italla tba
oaa with tha aoat oatllnad 144.
8* Soaa taxta uaa gloaaarlaai aoaa do not* Of thoaa ualag
gloaaarlaa tha nuHtwr of antplaa varlad vlthln «14o lialta*
Ota* taxt ta tba aarllar group llatad M6 wttrlaa* Tfaa othara
In that seaap had no gloaaarlaa* In tha jwaaant atata adoptad
gro«|» t«a had no gloaaarlaa , ooa had a gloaaary «ltta 818 antrlaa
ablla anothar had a gloaaary with 804 antrlaa*
0. A «lda variation exlata In tha nuabar of antrlaa In tha
aubjaet Indax from ooa taxt to anothar* In tha aarllar groi^
thara uaa ona taxt «lth only 067 witrlaa In tha ai&Jaet Indas
Milla all tha othara llatad ovar 1,000 antrlaa ana rtmnlng to
lf4B8* In tba praaant atata adoptad group tha variation «aa tra^
686 to If 401 antrlaa In tha aubjaet Indax*
7* In tba aaaar taxta, at laaat, tiw variation In tha miBbar
of unlta Into ahleh tha aubjaot nattar la dlvldad varlaa oon-
aldarably*> In ona of tba praaant atata ad<H>t«d taxta tha noMbar
of unlta «aa 6* In anothar tha numbar «aa 19. ihla la not of
gvaat Mip«Ptanoa*
8* In tha praaant atata adoptad taxta thara la a wlda
aalaetlon of daalrabla aubjaat aattar and thara la a daatrabla
balanaa nalntalnad bataaan tha anoont of apaea allottad to tha
varioua owjor fialds of •oImm* r*iir«s«nt«d» Id tbmmv tcxta
toylM trcm mjor ar*** auoh ut ■wh«rit M» teafe, ■ound, •!•«•
trleltr and aaffiattaai, ll«ht, «Mth»r and allaata, plaata,
aalmaXSf tf/tologj, eonaarvatlon, natiuvl iwaooroaa, agrlaoltoiw*
■odam InvanUona, baalth and aafaty, pfe^lologx* baradlty
■lnwliti J, toanapoptatlon, aananloattaBat ma%rtoatsf, aad feoda
ara praaantad*
9* TMCtbooka la s*n*ral aolanca, aa in all aubjaot flalda,
ara of naaaaaity atatlo. Ttmv la at anr om tlaa a iradwr of
toad tasta ia ttaa f&ald aad Vb» authora ravlaa and bring tfcair
taxta up to data aa oftan aa la practioal* Iha praotloa of
■oltlpla adoptiona la daalrabla. Xbla allow a fraadom of aholoa
abloh la a point to ba aonaldarad atnea tha flald la ao laroa
and tfaara ara ao nany varlatlona In naad and Infearaat fTcm ana
loaallty to anottaar In a atata tha aln of Xanaaa.
10* lliara ara aany varlatlona In tha atataaanta of apaalfia
aim for a aouraa In ganaral aelanaa* Itaara ia, hoaavar, ganaral
asraaoant on tba aajer alaa and ovar a parlod of 80 or aora
7«ara It ia poaaible to traoa a eomian ttwaad of ati]«KitlTaa
tliroa^ tha ▼arlooa atataaanta of apaolfla alaa. Cootlxaiad
atudy Into tha alaa of ganaral aalanaa la daalrabla and it la
to ba hopad thla phaaa of tha problaa will raaaiva eontimad
attantloD froa aoapataat atudaata and lavaatlcatora*
11. Oanaral aalanaa la ana of tha traditional ourrioular
■ubjaota In tha Junior high aabool* Aa Jtulor high aahool ean
fulfill Ita purpoaa only throng ahat It offara* Siaea thia la
tha ourrioulua in gaaaral aelaaoa auat ba kapt up to data*
lb* offwrlnga amst b« tnv«attgat«d fron tin* to tin* and thoaa
•r«*s «tilob •««& to b« or tho loast valu* should glvo wmj to
thoa* whlah soaoi to b« of graatoat valua.
18* Moat of tha taaobora participating in ^la atudy In-
dloatad tbat thay ballavad tha praaont aubjaot mattar to ba
■aatlng the naada of tha paplla* However 31 out of ttia 86
irioo partlelpatad votad for altbar dalatlon or addition of aub-
jaot Matter. Ttm raaulta of tha aurv«7 abo« that thara la eon-
aldarabla dlaagraaaant aa to what ahould ba laft out or addad*
It la iiiii—iiiniiil that tha Individual taaohar uaa Iila baat Judg-
■ant In thla aattar kaaping In mind tba intaraata and naada of
tha puplla*
18* In via* of tba faot that aolanoa taxta do baeocw atatle,
that thara la a lag batvaan tha aubjaot oattar In tha taxt and
that ahlab aay ba of Intaraat to tha pupil at a givan tltna. It
la raeoammdad that aolanoa taaohara uaa a «lda varlat? of aup*
plawantary Matarlala aueh aa nawapapar aolanoa, oagMlnaa, and
■aiaaaa parlodlcala. "Rim Juni(»> bi|^ atfiool axiata for ona pur-
poaa and that is to aaat tha naada of tba paplla. It la tha n-
aponsibility of tha aolanoa taaohar to koap tba oouraa funotlonal,
to aupplament it riimr»vr naeaaaary and adapt it to tha looal
naada.
14. Viaual alda, ahlla conaldarad aupplaaantary natariala
by aoaa, ar« of aufx'lolant laq>ortanoa to ba aeoordad a apaaial
aoaaidaratian. Viaual alda ara of ii^ortanoa froH tba atuid-
point of aubjaot mattar alnoa through thla laadiua it la poaaibla
to vitalisa and axtand tha aubjaot mattar in a vary mmtarial way*
Hm Mhool Journsy la probably tha slmpUst and l«Mt 0xp«n-
•lv« of th« visual aids, th« sound aotlon piotur* la tha (Mat
aoiqtlax.
U. Tha atady of a ooHMOltT la aora than a aobool Journay.
Valuabla ooaaunlty atudlaa aay raault froni natarlal atudlad or
axparlenca galnad from a aohool Joumay. It la raooaaandad that
wldar uas of eeaaranlty aurvaya ba saada* It la Important for
aolanca taaoyiars to loiov of tha aolanoa raaouroaa of tha oom-
■nnlty* A aoMMnlty survay Is a point of dapartura. Thla atudy
abova that aohoola «iloh hava not mada aurvaya hava dona llttla
In tha aay of atodylng tha aoomiBlty.
1
kosaanxmnans
Tbm writer «iah«« to axprvBa his •ppreolattoQ to
Dr* V* L* Strlokluid, Major Znatruetor, Departiaant of
Bduoatlon, for hla valtxoblo aaalatanoo and goldanoa In
dli^ctlns thta atudy>
To tba laany aetonoa taaehara In tha Junior bt|^
aohoola of Kaiwaa ibo roapondad ao favorablx, aad to
tha atutenta of tb* aetanoo olaaaaa at Boaaoll JymXor
Blgb S<Aiool( tba vrltor vlahoa to oxpraaa hla al&caro
tbanica*
UTSSAIURB OXTED
(X) Bargm, L. M.
ObJ«otlv*a of aelcno* t«*ciilng. Sehool iiolcuo* and
iiattamatiea. Sit 650-859. Umy, 1031.
(B) Brlssa, T. U.
Oanaral aelanoa In tfaa Junior high aobool. Taaohara
Oollaga Raoord, 8St 559-600 , 706-710. April and tUj,
1958.
(9) Ouraton, Iklward E.
Junior high aohool aolanea. Sehool Ravlaw, S6i 767-
775. Dao. 1987.
(4) Curator! , Bdvard B.
The aubjaet nattar of ganaral aelanea. Soianoa Edu>
oatlon, ISi SSe-849. May, 1989.
(8) Curtla, Franola D.
A dlgaat of Invaatlgatlona In ttia taaehlng of aalanaa
V. I. Phlladalphla. P. Blaklaten'a. 541 p. 1986.
(6) Curtla, Kranola U.
A aynthasla and avaluatlon of aubjaet-nattar toploa
In ganaral aolanoa. Boaton. Uinn and CaBq>any. 85 p.
(7) Curtla, Kranola V. and Calvin R. Hobart.
A aaeond aynthaala and avaluatlon of 'aubjaet'-aattar
toploa In ganaral aolanoa. (Unpubllahad atudy) 55 p.
1943.
(8) Oroxtou, K. C.
Major alma In aolanoa taaehlng. Selanea Education,
191 149-168. Dao. 1956.
(8) Dala, Bdgar
Audlo-Tlaual laathoda In taaohlng. lia« York. Urydan
Praaa. 646 p. 1946.
(10) Davla. Ira C.
Analyala of tha aubjaot aattar In tha alg^t aoat vldaly
uaad taxtbo<Aa in ganaral aolanea. School Selanea and
Uathautlea, 51 i 707.714. June, 1951.
(11) Oruhn, Willlaa T. and Harl N. Douglaaa
Tha awdam Junior hl<^ aohool. 8a« York. Ronald Praaa.
<i?l8 p. 1947.
•
(18)
Hoban, Charles K.
Vlaualiaing ttaa ourrleulua. Haw York. Cordon
»
Company. 800 p. 1987.
(18)
Harap, Haar/
tba adueattoo of tha oonauiMr. Haw York. Maoaailan.
8S0 p. 1924.
(14)
HalnawKi, Allala M.
A atudy of gauaral aolanca taxtbooka. (ianaral Salanea
Quarterly, 18i 11-88. Nov. 1088.
(IS)
Balas, Elvoed D. Ellaworth S. Oboura. and C. Kaaalay
Bofnaan.
ilodam BMthoda and matarials for taadilng aclanoa.
Raw York. Maoaailan. 3S1 p. 1940.
(16)
nu^iaa, ^arla M*
Youth at work on a ao—inlty problaa. national
IdQoatlon Aaaoclatlon Journal, 86t 880 Itareh, 1947.
(17)
liar, Smast
An analysis and co:i:parlson of recant and aBrller taxt-
booka In gwiaral aolanea. Unpubllahad guiatar'a thasla.
Univ. of Oiloago* 99 p* 1987.
(18)
Kasalar, )raoD
Contrlbutlooa of Instructional films to tb» taiiehlia(
of high aabool aolanea. Sclanaa Bdueatlon, 80i 88-68,
138-186. Xar. and April, 1946.
(19)
Xlopp, V. J.
Study of Vb» offerlnga of ganaral aelanoa taxta.
Uenaral Solenca Quarterly, lit 886-846. May, 1987.
(80)
Kooa, L. V.
Tbm Junior high aohool. Haw York. Hairoourt Braea.
1S6 p. 1981.
(21)
lakar, w. R.
T^M artloulatlon of general soianoe trtth apaeial
aclenee. Sehool iioienoa and Mathawatiea, 861 784-
787. Oot. 1988.
(82)
National Education Aaaoeiatlon.
CoMBisalon for the reordanlsation of seianoa in tha
aaoondary aohools. United States Bureau of EduoatlOB
Qullatln. 86. Washington. Tlnitad Stataa aovaranant
Printing Offioa. 68 p. 1980.
-
(88)
Ifttlonal SOvuomtlaa Aaaoeiatlon.
Drnprnrtaunt of «up*rintand«no«. Plfth yMO^oek, Chayter
1* Ths juDlor high Mhool ourrloulua. «Bablagton.
the AMooUtlon. 688 »• 1987.
(B4)
latlooal SoeUtT fdr th* Study of Kduoatlon.
nilrtyFlnt tttsrbook. Part 1. A ^otpwm for tMiehlag
•olano*. Chlcatso. Qolvsrsltr FrsM* 804 p* 1988*
(88)
latlcnal Soeloty for tb« StaOr of Biluoatsion*
Forty-Sixth Yoarbo^, Part 1. Hduoatlon In AaarUan
•ehoola. (mioago. Ttaivaralty Praaa. 808 p* 1847.
(88)
8oXl, Victor H.'
aohoola. Haw Tork. Lon^Mna, Oraaa. 888 p. Uae*
(87)
Ovarn* Orlando Sran.
A eomaratlva analyala of ganaral aolanoa taztbooka.
Qnoabllahad aastar*a thaaia* Itetv* of Chlaago*
78 p. 1881.
•
(88)
Parajr* vinlfvad.
Viaual alda ror gKMral aolanoa ol«aaaa> Salanaa I8»
ucatloo, 831 844-866. Fab. 1980.
(80)
Plaraa. Paul R.
Sailing a aiMaonlty on Ita hl|^ aahaol prosran.
PrograaatTa Bduaatlon, 88 i 16-81 and 48-46. Jan. 1946.
(80)
Pahly, millan T.
A datarainattOD of tha vooabulary difficulty of a ear-
tain ganaral aalanea taxt. Onpidillabad aaatar'a tbaala.
Qnlv. of Mlahlgan. 114 p. 1888.
(81)
Povara^ S* 8.
Tbm vooabularlaa of high aohool aelanoa taztbocdn.
Taaabara Collaga Raaord, 86i 868-888. Jaooary, 1988.
(88)
Praaaay, Uwlla Cola.
tbm datarmlnatlon of tba taotanlaal voaatoulary of ttaa
aahool BUbJaota. Sahoal and Soolaty. 80i 91-86.
Jtoly 19, 1884.
•
(88)
Praston, CarlatoD £.
nta hlga aabool aelanaa taaobar and bla aotk. Raw
Yorii. NaOrav-HlU. 878 p. 1986.
^
(M) SMgr* MnirlM 7.
B9« •^oelji afeu^f ttMdr •oanBltlM* Itonau Ti»MfaM>.
6Si 8. Jan. 1947.
(M) SlMOBS, Mft&tlaoa P«
Ctwn g lti g ooBoapto In t— e htng telpa la t/aamrml selaoM
tWBtboolHi. 8«Uno« sauMtlan, QOi SU-ai4. Dm. 19M.
(86) aailth, VUUmi A.
7b» JvDloap ht#i aohaol. Ha* Vork. MaanllOwi. 478 p.
(87) vabb, B. A.
A qoantatlva analyala of ((anana aoianaa taxta. Con-
trttoatlona to aduoatlon, lo. 4. Part X. Oaoaval aataaeo
laatvuation in tha gradaa. Oaoria Paakody OoXlaaa far
taaabara. 40 p. 1981.
(88) «a«kal, Ada I.
Ara prlnotpXaa of orgaoliatlon of OKimr^X aolanoa ml-
danoad In tba praaant taxtbooka In tha aubJaatf Saheol
Salanea and Matbanatlea, Ui 44-81. Jan. 1988*
(88) ^TMO* Carl B.
TUual alda*-of ifaat vorthT Satanaa Bduaatloo, 16i 881-
— April, 19ai.
70
1781 lAnooln
laptikM, SwMMi
Hareh 4, 19«7
DHir Sin
X •■ •neloslng a qusstloniwlrc •onoMiiins tb*
aobjvot matter «xd oootent of your ooonM In gMtoral
•olouoo. Althou^ tharo la aeoa unifondty in tba
ganaral aoionoo eouraoa in Xaoaaot tlwra ara prop-
arljr* mmof ▼arlatlooa. It la tha purpoaa of thla
atud7 to dataralaa abat la tMlag a^pbaalaad, abat la
balng taugiit that algbt aall ba laft out, and ahat.
If amrtttlng, la balng laft out that atioaid ba Inaludad.
I vlll maka tba findlnga of thla atudy avallabla to
any abo daaira tiMMi aa aoon aa tbay ara aoaplatad*
1 am making thla atudy aa a part of tha aork
for mg maatar'a dagraa at Kanaaa State Oollaga and
alao for tha lanrovamant of tha quality of ay oan
olaaaroom taaahing hara in Topaka*
I raaliaa thla truaetioanaira oalla for uuoh
work and thought* X hava praparad It in auoh a mannar
aa to raquira a mtnlwiai of aotual arlting* X btqpa
It «111 not ba too muah of an Impoaltlon upon you
and I aant to aaaura you that your oe^oyaratlon all!
ba appraolatad* It you ara daairoua of having a copj
of tha raauXte will you ploaaa ao IndloateT I vlll
appraoiate your ratum of thla quaationnalra at an
aarly data*
Slnoaraly,
I<aoBard H> Kouldaa
71
OwMral Selanae Taaohlng
PIMM* anavar eaq>l«t«lx
A. List th« ultlawta objaativaa or alna that you aa
a taaobar fMl daflna tba purposa or fli&ctiati of
a eouraa in genaral aelanca*
(a).
B. It la agraad that In tha taaohing of any aubjaet
to any groap «a mat bagla ahar* tba atudant la at
tha tlaa* Vaaetaara of ganaral aotmea In Junior
hl|^ aohool aaiat Imov i£mr* thalr atudanta ara
and ahat tbay hava aoeompllahad In thalr alaman-
tary aaianoa* Ite no otbar way la It poaalbla to
brldga tha gap bat*aan alaoantary aehool. aolanea
and ganaral aolanoa In junior high aohool*
Doaa your aehool ayataa hava a atandard adoption
of alanantary aolanoa taxtaT Yaa K o « If
ttia ana«ar la yaa ara thaaa taxta avalXabla to
you for your uaaT 1»» Mo «
t* Vhat aupplasMntary natarlal do you havaT
(a)
(b)
<o)
(d)
3* Do you faal that tba praaant aubjaet nattar la
fuXfllllns Ita purpoaaT Yaa Ho »
4* Tha aontant ahould ba in tanaa of uaaful aubjaat
mattar, avarythlng Ineludad ahould ba of valua«
Sotblng ahould ba for tha purpoaa of "padding
tha eouraa* or awraly filling vp tha taxt or tha
laaaon plan*
78
Do you think that soaa Motion* of th* pr«a«nt
•ubj«et nattar oavHA b* left out? t»» Ho »
If /our «na«»r 1* fm, list Vki» toplos or aao-
tlooa «hloh xou think could wall b* laft out.
(b).
Do you tbliA that bomb aubjest aattar ahouUi
b* Ineloikkl that la not at tba praaant tia*
balng (Ivan eonaldaratlonT Yaa Bo , » If
your aaaaar la yaa. Hat or na«a tha toploa
ablah jreu faal ahould bo Ineludad*
(a)
(o)_
A vlaual odueatloo Brogroa mar bo dovolopod
along too gonaral llnoa, (1) Ploturoa (8) Trlpo*
A* Do jcn aako uaa of ploturaa, alldoa and fllaa*
In doiroloplng your oourao In {(anaral aolanooT
Yoa M o , .
B« Do you tako your olaaaoa on aeliool trip* la
dovoloping your oouraa In sanaral aelonooT
Taa go .
C* Boo la tranaportatloo for your aehool trlpa
provldodt Sohool bu a P rlvata cara P ub Ho
tranaportatlo n >
D. Ro* ara trlpa pXannad to Inatiro valtw to all
atudantat
8* Ara groupa aaalffioil to cwk* apaolal roportat
Taa Mo »
r» Btlom Is ■ ll«t of pl«M« ocmoDljr vlsl««d an
sohool trips. ?!•••• ehaek tb» plao*a your
ol«a««a noTMilly vlalt* (K>vlou«l7 not ftll sug*
.
Mated pX«e«* ar* avalXabI* for visits by sobools
In may one «r»a*
(•) latsr plant
(b) EXaotrieal roiSr Plant
(e) Railroad Shopa
(d) Airport
(•) Vaatbar iiaraau station
(f) AatroDoaleal cbMrvatovy
(g> Zoo
(b Oroan Bouaa
(1 Kloa (aoalf aalt, load, clno, ato.)
(J Plra Station
(k Radio Station
(X I.OO&1 Oamaa
(a) Plold trips to atudy any of tlw follovlnKt
•
Kook foraatlons, rlvara, avldanca of voX-
oanoa, «or)c of ^laelars, fossils, ef foots
_
of aroslon
(a) Otbar
0* Obaak tlia plan of organlaatlon usad In your
Bobool systaa.
A. tha 6-8>8 plan
B* tha 6>6 Dlan
C. tha 6-8-4 plan
7. In itiat srada la fonaral aolonoa In your syataa tmtgbtt
A. tbs olcdbtib naida , ,
B. tha ninth orada
8. Bo« lona ara 7our oXaaa oarlodaT ^jUnutas
e. Do TOtt of far a full raar eouraat Taa Ho
10« A* Is stodant halp aada uaa of in daacnatratlonsT
Tfas^ .Mo
B* In ttia following list of dawns tratloos ehsok
tba anas you usually oonduot*
(1) Praoaratlon and oroDartlaa of oicraan
(B) Praoaratlon and nrooartlaa of earbon dloktda
'
(8) Praoaratlon and orooartlaa of lardroffon
(4) ProDortlas of «atar
(8 BlaotroXysls of aator
<
(8) Air praaaura, daaonstraclan baroaatar
(7 Dlst Llllnjs Mtar
(8 Praparatlon of a'oiap
(10) Softanlnit watar
(11) Clreulfttton of «at«r by cooTOotlo o
(18) Brvatbing appAratua
(l») OoMMla "~~"
(U) Capillarity .
(16) S*atruotive''^ratlllatiGn of wood and ooal
(16) nw radloMtar
(17) Ra^ttlrmMMtta iCT^aBbuatlo a
(18) Hindi tng twparatxi w
(IB) Tba thamomaf r, eoBvarlaon of aoalea
S80) EzpanaloQ tj haa t
81) DatanalaatloQ of ESZTdlty bj hygrowata r
88) Production and tranaalaaion of aoaad
(8S) Iilcht rajra and th* lan a
(84) Souroaa of llA t
(US) nrapartlas of a maiatm t
(84) Making and oparatlng tTmnStil* alaotrle oall
(87) Statto alaotrlolt y , ~~~"
(88) Tba alaotrqaaiDMt
(SW) Induoing a ouwn F~~
(80) Rtaarano T
(81) Tba prlnolpla of ttia aubmarlna
(88) Stroaallnad flow, aarodynaaHea
(88) Aeld taatlog of aadliaantary rook a
(84) Ttt» amoab a
(88) Tba pawaalu t
(80) Ibm lawr a
(87) Dm Ineltnad plana
(88) Prapar«tlan of aloohol «ith yaaat
(80) Praaanea of baotarla and «old In air and on food
(40) Uaa and ear* of a Mleroaaopa
NaiM any othara ahlah you faalTpa aapaeially good^
11* Following la a Hat of aqulpaaot ooaaMoly uaad In tha
eouraa In ganaral aolanoa. Chaok tha Itaaa itiieh you
hava avallabla for uaa.
A« Chaalatry apparatua
Atoaio modal
Balanoa with »alghta
Baakara, aaaortad alaaa
BXo«ar, hand ballowa
Blewplpa ,
Bottlaa, wlda ■out h
Bottlaa, raa«ant
Bnahaa, taat tuba and baaka r
Buratt a
Bumar . alaoho l
Bumar, Bunaa n
Buniar, wing to p
Candla a
Claapf buratta
Cla^p, taat tuba
Claaipa, unlvaraal
78
Condaaacr, Llebt «
Coric bor«ra, aat wttta ■h*rii*i>er
Cruelbl* with oov t
Cylinders, gradtiatad
Caflagration «poo n
Dish, orystsllslo g
Dish, STSporstln a
nsetrolysls sppsr»tus
Firs sxtlagttlshs r
Plssks, sssortsd. aistlllln a
Flsaka, ssaortsd, Erlsn— ys r
nsslcsf aasortsd, Florsne s
FuBnsla, Olaa s
Forcsp s
■fflroMSts r
JarSf battsr y
Mortar and psatls
Plpstt s
Plnohcoclc s
Platss, alaaa
Ring standa
Snppcnrt, taat tubs
Teat tuisa
Teat tubes. Ignitio n
Thsrwomsts r
ThlstXs tubs
Trlaagls, «lrs
TraatfiXf Pnsuwstlo
•atsta Klaasss
■Irs giua s
BlologlsaX Bqulprasnt
Oulturs dlshss
OsrHlnatlon bo x
Mlorosoops H ow wsmr t
Dlsssotlng as t
Xnssot sag e
Sprsadlng bosrd. Insect
SpsolHSB «ounta, Inssc t
Llfs hlston' ■ovmta of Inaecta H ow iaan7T_
Prepared aloroasope allde aeta H ow muq^V
Aquarltt a
TerrarlU M ,
Preaerved apeolaens, anlaal a
Caj^lllary tube set
Koeka and alnsrals
■Insral oolleotlo n
Ssdlnantary rooks
Mstaaorphlc rocka
IgMous rooks
Fossil collection
X>» Foroaa and MaohliMa
Pull«y«^
Houaahold seal*
Inellnad plan*
Inollnad plan* ea r
Cantrlfu^l foroa hoona
Staam anglaa, out a«ay modal
Mlnlatura ataam angina
MlnlatuiHi ataam tttfbina
B. Sound
Tuning forka
Slra n
Pitch plpa
Organ pl;>a8
Xylophona, ona octave
F< Saathar arid Cllaata
itarourjr baroawta r
Anarold baronatar
Altlaata r
Hygro— tar
to— owatar
Barowfap h
a. MagoatlaM and Blactrlclt/
Lodaatona
Bar wmnala
Koraaahoa Magna ta
u-aaroata .
Soft Iron roda
Carbon roda
Iron flllnga
tlagnatlo oompaa a
Dip naadla
Friction rod and flannal or allk
Pith ball a
Static ma china
l«ydan ja r
Dry call battarlaa
D C power aupply, 6 volta S-IO
Induction oolla
Magneto nanarato r
Trma foraer
St. Loula Moto r
Hhaoatat
Hadlo, daaonatratloQ outfit
Vacuum tubaa, dawonatratlc m
Talaphona raealva r
Talaphona tranaaltte r
Telegraph ke y
Photoaleotrlc danonatratlon outfit
Oalvanoo>ata r
Voltaete r "
AapMtar
Blcotrle bell
Blsotrlo bu»»T
Kkiif* BWlto h
Push buttoa
H. Ltgbt
Optical dl«k
Plwi* airror
CaneaT* »lwo r
CoDvax ■Irro r
Reading alaaa
Pria m
Lenaea, aaaortaent
Kefraetloo tank and protractor
Minera lam p
I. Heat
Ibermoa bottle
Model hot water beate r
Modal hot alp furnac e
0«9ound ba r
nwrmoa ta t
Hadlomata r
Ball and ring expanalon demonatratioa aat
J. Miaoellaneoua
Dell Jar and pum p
Slide projecto r
Motion picture projector, aound
Terreatrial globe
Airplane flight demonatrato r
Modal airplane vlth moveable control a
Motor driven preaaure vacutsa pum p
Sink
Hot and cold wate r
Matiiral gaa
K> In the apace provided Uelow Hat any aqulpnent
not covered in ttt» Hat which /ou think ahould
be a part of tlie equipment for every general
aclenoe laboratory.
to
,ry
18 • Bhloh of the atat* adoptad taxta will be adoptad c.^
for us* In your oouraa In ganaral aclanoa for ttaa
yaar 1947-48T
18* Haa an organlsad atudy or aurvay of your soaBwalty
baaa laada to dataralna Ita raaouroaa for ganaral
aelanoa taaohln^T Yaa M o
(1) Vhat «aa your prooaduraT
(8) Miat wmt* tha outoemaaf
14» Do you faal that «a aa *|wiaral aolanoa taaohara
axpaot too nuoh of our atudantsT Yaa »o
Do you think that t>!« aubjact mattar of iha
avara/.e taxtbook oa >;«naral aolanoa la on ttia
propar lavelT Yaa ! ) o If your anaaar la
no, do you tblnk It la (a) too aaay, (b) too
difficult?
to
,ry
18 • Bhloh of the atat* adoptad taxta will be adoptad c.^
for us* In your oouraa In ganaral aclanoa for ttaa
yaar 1947-48T
18* Haa an organlsad atudy or aurvay of your soaBwalty
baaa laada to dataralna Ita raaouroaa for ganaral
aelanoa taaohln^T Yaa M o
(1) Vhat «aa your prooaduraT
(8) Miat wmt* tha outoemaaf
14» Do you faal that «a aa *|wiaral aolanoa taaohara
axpaot too nuoh of our atudantsT Yaa »o
Do you think that t>!« aubjact mattar of iha
avara/.e taxtbook oa >;«naral aolanoa la on ttia
propar lavelT Yaa ! ) o If your anaaar la
no, do you tblnk It la (a) too aaay, (b) too
difficult?
