PREFACE It is not necessary, in this period of the making of high school curricula, to show that, for the first year of a high school, a general course in science is better than a year's study of one branch of science. Without discussion of the advisability of a general course, therefore, the author would state her reasons for the wide choice of subjects considered in this book. For pupils who complete a high school course, the study of general science should be an introduction to any ordinary high school work in biology, physics, chemistry, geology, and astronomy. No pupil can study all of these subjects, but he can learn that they are not separate sciences but branches of science. Whatever branch he studies later, he will find that the course in general science has given him the elements of the other divisions which dovetail into that branch. To suit the needs of pupils who are not able to finish a high school course, this first year science course must present a comprehensive view, though with no attempt to be complete. "The proper study of mankind" for the pupil at the age of twelve to fourteen years seems to be the world of which he is a part. The fact that the earth, important as it is to man, is not the only nor the greatest body in the universe; that it is not an independent body sufficient unto itself; and that its influence extends to other bodies - these are some of the subjects taken up in the first chapters. Before studying the ever-changing surface of the earth and its life, there must be a study of matter in the mass and of the forces which act upon it from without; also of 359395 the composition of matter and the behavior of the different kinds, alone and in combination. The agencies which have given the earth its beauty, its wonders, and its fitness for the development of life are considered in chapters on physiography. The living part of the earth and its relation to other forms of matter are emphasized in the later chapters. It would not be right to call these chapters astronomy, physics, chemistry, etc., because no complete treatment of these subjects is attempted. The author believes it wise, however, to use the necessary scientific terms in describing phenomena, properties, and the like, instead of using circumlocution in order to keep within the every-day vocabulary of a young pupil. It has seemed important to provide a simple laboratory course which is connected closely with the text, but which may be omitted without any break in continuity of subject. For many years the slogan has been "Study the thing itself, not study about it." Efforts to follow this rule have led, in many cases, to a disconnected array of facts learned from observation of unrelated subjects. Such a course has no connecting links. The laboratory work and the textbook should be closely related in order that the pupil may get the full value of the science course. The Laboratory Exercises which accompany this book are designed: First: to fix in the mind of the pupil important principles and facts which may have been known for hundreds of years, rather than to have them re-discovered by the pupil. Second: to teach by experiment one or more applications of a principle and leave the pupil to make other applications whenever the principle again comes to his attention. Third: to accustom the pupil to follow directions, and to make and record accurately observations of phenomena. Fourth: to teach the pupil to draw reasonable conclusions from his own or reported observations. The accomplishment of these things is a valuable asset to the pupil, whatever work he undertakes in the future. Another object of this book is to show the future citizens of this country the wide range of scientific work done by the government, not only for the education of its people, but for their material welfare. The work of the Weather Bureau, the Naval Observatory, the Geological Survey, and the Divisions of Forestry and of Plant Industry, are all brought to the attention of the pupil, and material furnished by these departments is used. The planning of this course was the work of five teachers of experience in a large high school. Prior to the publication of the textbook, the plan was followed for four years by teachers, experienced and inexperienced, with great success, if we may judge by the work of the pupils and by the number who have continued the study of science after the first year course. The author makes grateful acknowledgment to many friends who have assisted in the preparation of this book: first of all, to her principal, Mr. Clement C. Hyde, and her associate teachers in the science department of the Hartford Public High School, for their unfailing consideration and encouragement while she was doing the double work of teaching and developing this course in General Science; to her former teacher, Professor William North Rice, of Wesleyan University, Middletown, Conn., for wise counsel on many subjects; and to Professors Edward L. Rice and Lewis G. Westgate of Ohio Wesleyan University, Miss Elisabeth W. Stone, and Mr. David G. Smyth of Hartford, who have read and criticized portions of the manuscript. For illustrations, grateful acknowledgment is made to Professor David P. Todd of Amherst, Mass., to Dr. Henry Fairfield Osborn of the American Museum of Natural History, to Professor |