"The Point of View in Chemistry," by Professor Alexander Smith, University of Chicago. This paper will be presented in full in a future number.

“Quantitative Experiments in Chemistry," by W. D. Baker, Shortridge High School, Indianapolis, Ind. The gist of Mr. Baker's paper is here given.

Quantitative conclusions should be reached by

1.

Skillful questioning of the student on his past experiences.

2. Careful measurements by the student under the guidance of the teacher.

3. Careful measurements (experimenting) by the teacher before the student.

4. Study of the careful measurements of the masters of the subject.

As to "relative emphasis" in these methods be suggested

1. Increasing attention to deriving quantitative conclusions from questions based on every-day experiences.

2. That only "useful information" is desired.

3. That quantitative experiments by teachers be made more prominent.

"Some Practical Applications of the Electrical Furnace," by Mr. F. G. Taylor, High School, Oregon, Ill. Mr. Taylor gave a brief talk on the electric furnace, and showed how a simple furnace could be constructed by the use of ordinary electric light carbons and fire bricks. By using such a simple furnace, Mr. Taylor reported that he had been able to produce quick lime from marble, illuminating gas and coke from soft coal, and calcium carbide from lime and coke. Samples of some of the products of the electric furnace were shown.

At the business meeting Saturday morning, the following officers were elected for the ensuing year: Chemistry Section—Chairman, G. A. Abbott, Manual Training High School, Indianapolis; Vice-chairman, Miss Jessie F. Caplin, Central High School, Minneapolis; Secretary, H. D. Abells, Morgan Park Academy, Morgan Park. Physics Section Chairman, H. N. Chute, High School, Ann Arbor, Mich.; ViceChairman, C. H. Slater, McKinley High School, St. Louis; Secretary, Franklin T. Jones, University. School, Cleveland.

After the business meeting both sections met with the American Physical Society in the lecture room of Kent Laboratory.

Saturday afternoon was devoted to a trip to the works of the By-Products Coke Corporation at South Chicago.

EARTH SCIENCE SECTION.

Each of the three section meetings were of exceptional interest. At the section meeting on Friday afternoon Prof. William M. Davis of Harvard University discussed the need of better laboratory work in physical geography and followed his preliminary remarks with the introduction of a series of lantern slides illustrating, in part, material for a laboratory manual, which he has thus far

found no time to complete. In his general remarks concerning the obvious need of a more sequential and comprehensive kind of laboratory work in this science, Prof. Davis said that the demand had been increased by the acceptance of the laboratory notebook by such colleges as recognize physiography in their entrance requirements; but judg ing from the materials presented by many candidates for admission at Harvard, and approved by their teachers, the general quality of laboratory work in schools throughout the country leaves much to be desired on the part of both teacher and pupil. The way of escape from such a condition can probably best be provided by having such teachers as find time prepare outlines which may be submitted to others for use and criticism.

Prof. Davis emphasized the use of a more definite terminology in geographical literature, illustrating by the effect which lack of such an aid to accurate description produces in the writings of most authors of books of travel. Such terms as "mountain," "plateau," "valley," serve very well for purposes of general description, but fail utterly as the media of scientific exposition. The plan of terminology which Prof. Davis would suggest as being at once most logical and susceptible of general application uses origin of the land form as the starting point. In such a scheme rock-structure is the first characteristic to be considered; then the agencies of erosion to which it has been subjected, and finally length of time during which they have acted.

The objection will at once be made that this is a geological way of describing a geographical thing; but these sciences are too closely related to admit of an arbitrary separation. Geography is only a temporary stage of historical geology. The geological history of the earth is composed of a succession of landscapes-or we might call it a complete file of geographic journals, of which we happen to be most concerned with the last number. Since, therefore, geography is, as it were, only a horizontal section across the vertical succession of landscapes which together make up geology, and inasmuch as surface features of the earth depend for their form on their structure, normal weathering and stage of development, we must make use of these determining geological factors in devising an appropriate geographical vocabulary.

The slides which Prof. Davis presented showed eight diagrams from his unpublished manual which illustrated the development of the coastal plain. The general plan in this set of exercises is to lead the pupil by slow steps through the various stages in the life history of this type of land form, carefuly proceeding from the known to the unknown by appropriate exercises of the faculties of observation and inference. Form is made more graphic by the employment of contour lines, skill in the use and interpretation of which, however, the pupil gains as a secondary acquisition, and only after the real need for them has developed. The relation of structure to form is revealed by examination of the edges of layers composing the coastal plain, laid bare in the sides of the deeper valleys, by reference to records of well borings and railroad cuts, and to examples given in the text and elsewhere.

The influence of weathering upon form is made clear by studying the headward growth of gullies, the development of stream branches, and the widening of valley floors by flood-plain growth.

The increasing complexity of stream systems with age of the plain, and the synchronous diminution of the upland surface emphasizes the importance of stage of development in determining surface form.

After the address, numerous questions were raised and a most profitable hour spent in general discussion.

Dr. Charles E. Peet gave a supplemental report for the Committee on Co-operation. This committee had been continued from last year. The committee reported that a list of five hundred books of travel suitable for pupils studying physical geography had been selected and mimeograph copies prepared for distribution. Teachers desiring such list and willing to assist the committee in testing the selection may obtain it by addressing Dr. Charles E. Peet, Lewis Institute, Chicago. Owing to the practical nature of the work and its possibilities for genuine co-operation the committee was continued.

A committee of three was appointed to collect data as to the actual work accomplished in physiography in the territory of the Association and report at the next meeting. Teachers should lend a willing hand when called on by this committee.

Saturday at 10 A. M. Dr. Goode gave an illustrated lecture on "Chicago's Commercial Advantage of Position." This lecture was a fine example of Dr. Goode's well known ability for effective illustration of his subject, logic of presentation, clearness of statement, and oneness of purpose in making his point. He stated that it is true of cities as of men that "some are born great; some achieve greatness; and some have greatness thrust upon them." He then proceeded to show that Chicago's position made it impossible for her to escape greatness.

The election of officers at this session resulted as follows: For chairman, Miss Annie Weller, Eastern Illinois State Normal School, Charleston, Ill; for vice-chairman, Mr. Seth Hayes, High School, Dayton, O.; for secretary, Mr. Walter S. McGee, Hyde Park High School, Chicago.

Saturday at 1:30 P. M., a party left Walker Museum to visit the Chicago Normal School and the Wendell Phillips High School. Through the courtesy of the Chicago Board of Education, the principals of these schools, and the teachers of geography, the equipment of the schools for the teaching of physical and commercial geography was open for Inspection of visiting teachers. The party thoroughly appreciated the opportunity thus offered, and found many suggestions in the excellent equipment of these schools.

The work of the Bureau of Geography operating under the direction of the Department of Geography in the Chicago Normal School was of especial interest. Through it, small traveling museums consisting of specimens, pictures, and printed matter are sent to all the schools of the city requesting them. These museums bear directly on a particular topic in the geography work. Many teachers of the city regard them as the best helps they have in making geography work concrete.

MATHEMATICS SECTION.

The meeting was opened by the chairman, Mr. J. V. Collins of Stevens Point, Wis.

Prof. H. E. Cobb of Lewis Institute, Chicago, spoke on "Personal Observations of Teaching of Mathematics in German Schools." He called attention to the fact that an understanding of the school system in Prussia depends upon an understanding of the life there, and to the fact that the system as a whole is subject to change much more generally than is commonly supposed, and that in mathematics, reforms are now in progress that are along lines similar to reforms now in progress in this country. He gave a list of references on Germany, the German school system, and the teaching of mathematics in German schools, and showed a number of charts giving interesting statistics.

Dr. J. W. A. Young of University of Chicago spoke on "Current Tendencies in Secondary Mathematics in Italy and France." Changes were made in the curricula of classical schools of Italy in 1904. In France changes were made in 1901, 1902, and 1906. The changes in 1906 were an outgrowth of the changes of 1902. In both countries increased time was given to mathematics, and the educational authorities recommended less abstract and more concrete work, more attention to applications and to graphic methods and a closer correlation of the various branches of secondary mathematics. Dr. Young strongly recommends the simultaneous teaching of arithmetic, algebra, and geometry.

A discussion then took place on the following questions: Has not the correlation of algebra and geometry been tried in this country? Do not our conditions in this country effect results?

Prof. E. B. Skinner of University of Wisconsin spoke on "The Teaching of Mathematics in Wisconsin. He said that in general pupils came to the university and especially to the scientific schools of the university inadequately prepared in algebra. To meet this condition the university was giving an examination in algebra after entrance. Students who failed to make satisfactory grades were obliged to take a special course in algebra. These conditions he laid to three causes: (1) Algebra is usually given in the first year of the high school with no review in later part of the course; (2) Too many subjects are taught in the high schools; (3) In small places the tenure of office of teachers is too short, teachers teach too many subjects and have little or no interest in mathematics. He recommends that some algebra be taught in later part of high school course, and that the curricula of high schools be simplified, and he hopes that universities and normal schools may have more influence on small places.

Prof. H. L. Coar of Marietta College, Marietta, O., spoke on "The Teacher of Mathematics." He had found that conditions similar to those that Prof. Skinner reported from Wisconsin held generally elsewhere. The preparation of the teacher of mathematics is very often quite inadequate. Universities, colleges, normal schools, and local school authorities could do much to better conditions.

A general discussion followed on methods in the teaching of all branches of mathematics and possible means of improving conditions.

now.

SATURDAY A. M., DECEMBER 1.

Mr. H. B. Loomis, principal of Hyde Park High School, Chicago, sent a paper on "Changes in Teaching of a Course in Mathematics that Will Aid in Keeping Boys in High Schools." As Mr. Loomis was unable to be present, his paper was read by Mr. E. E. Hill of Hyde Park High School. The paper discussed the first year work in algebra. Mr. Loomis recommends that equations and problems be made the basis of this course, rather than abstract manipulation as He recommends generalized arithmetic, the derivation of formulæ as generalizations from special cases and only such abstract work as is needed for problems and equations. Really practical problems are needed. Until these can be obtained we must make use of such problems as we have. In selecting problems it is necessary really to keep within the pupil's experience. "The material demands of a practical age are actually forcing better pedagogy on abstract mathematics." Miss Elizabeth McConnell of Shortridge High School, Indianapolis, Ind., led the discussion. The following points were brought out: Keeping boys in school is not so much a matter of what we teach as how we teach it. There is sometimes too much sentimentality about keeping boys in school. It is prevention vs. cure; when a boy is determined to leave, cure is difficult; prevent his getting to this point if possible. We expect too much of pupils; what we expect to-day is exactly what was expected of pupils four years older fifty years ago when algebra and geometry were university studies.

The following resolution was passed:

Resolved, That it is the sense of this meeting that the more abstract demonstrations and the more complex manipulations which it may be necessary to include in the high school course in algebra be deferred as late as possible.

The report of the committee on the teaching of geometry was read by Prof. G. W. Greenwood of Dunbar, Pa., chairman of the committee. The report discussed the proper introduction of definitions, the nature and treatment of geometrical assumptions, and the use and misuse of figures. It recommended parallel courses in construction and demonstration, experimental verifications to accompany or precede actual demonstrations, historical notes, advanced courses in geometry, and the omission of useless theorems.

Moved, seconded, and carried, that the report be received and that the committee be continued.

Moved, seconded, and carried, that we recommend to the executive committee that this report be printed and circulated as widely as possible.

Moved, seconded, and carried that a committee be appointed by chairman to present at the next meeting a similar report on the teaching of algebra. The following persons were placed on the committee: C. N. Ammerman of McKinley High School, St. Louis, Mo.; Mabel