schools forty-five now teach general science. There has also been an increase in the other sciences taught in these schools as shown by a comparison of Miss Watkins' report with statistics of a decade ago.

In 1921-22, 18.3 per cent of all pupils in 13,700 schools were enrolled in general science in the United States. There were about 394,000 pupils in the 13,700 schools. New York State enrolled 5 per cent. We can not understand how our own State has lagged behind the rest of the country unless it be because of restrictive influence from those charged with supervision of science work.

It has been argued that such a course in general science satisfies or stupefies further science interest. This is not true as shown by the

facts in the case.

Dr E. R. Downing (Sch. Sci. and Math. 24, 1924) in a study of the high schools of Illinois for the year 1923-24 finds that 67 per cent of them teach general science in the first year of the four-year high school. Other science subjects have a larger percentage of offering in Illinois high schools than shown in any period before the introduction of general science.

In Pennsylvania in 1922-23, according to a report of the State Department of Education, 53,904 high school pupils were registered in the courses in general science. In that year a definite science sequence based on general science was presented in the four-year high schools of Pennsylvania, and the total registration for all science subjects was 19.8 per cent larger than in the preceding year.

Dr G. W. Hunter of Knox College is just completing a very extensive study of the tendency toward a sequence of science studies, in more than 1000 representative four-year high schools. His data soon to be published show that general science has practically become the first year basic science, with biology, chemistry and physics in the succeeding years.

Mere numerical representation may seem unimportant, but it really means that no science subject has ever been so largely taught in any one high school year in the United States or to so many high school pupils, as is general science in the first high school year.

More important is the question whether there is any general recognition of types of outcomes from this course and common course content and method by means of which these outcomes may be secured. Ada L. Weckel and W. S. Kellogg have made independent and exhaustive studies separately published, which show a very strong tendency toward a common body of subject matter and fairly common methods of work proposed. Indeed, there is danger of

having a standardized course content, instead of standardized types of outcomes from varying types of course content.

It would be very serious and very disquieting if experimentation were to be stopped in general science, in the interest of construction of a rigid and detailed course syllabus which has had no previous classroom trial. This course and others in other subjects will probably continue to be stimulating and highly useful as long as many thoughtful teachers are encouraged to seek constantly for ways of making instruction more effective. The end of experimentation is better materials and better methods, but progressively better each year, not fixed courses, which bind teachers and pupils so that any real growth must break bonds at some point.

It is of much importance to note that the general science course as it originates and as it now stands is the result of a serious attempt to determine subject content and classroom procedure through the scientific method of experimentation. Office made courses of study are likely to be opinionated, rigid and ill-fitting when used with pupils. Ready-made clothing provides perfect fits only for conventional sizes of human beings. Many alterations and adjustments are involved when we try to fit " ready-mades" to other than conventional types and most types do have individuality.

THE PERSONAL METHOD

CHARLES F. TODD, PRINCIPAL, EASTWOOD UNION SCHOOL

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You have already heard a discussion of the Dalton Plan as the individual method." I now propose to give you another angle of the wonderful possibilities with which this form of organization harmonizes. This we call "the personal method" in the Dalton Plan. The individual method, as I understand it, is giving that attention to each boy and girl that they may study and learn such subjects as they have chosen. While the personal method includes the individual method, it also pertains to the preparation and the proper functioning of the body, mind and soul, concerning the fears, anxieties and youth problems, not only in but out of school, that prevent and many times becloud the normal understanding and obliterate that which the child has already learned. Through what you have already heard, you are somewhat familiar with the technic of the plan as adapted to some schools, so I will pass rather lightly over that part.

It seems that in the past we have gone far astray because our minds have been centered upon the group, the mass of pupils, not

individuals. Because our whole organization has been centered about these groups, we have lost sight of much of the personal relationship necessary for real education. Fathers and mothers are constantly and forcibly brought up against the proposition that home relations are matters of personal differences and adjustments. To be sure,

many, I might say the majority of, truly successful teachers have efficiently established a personal contact, but this has been in spite of our usual organization, not as an outgrowth of our type of lock step instruction plans.

To educate truly, we must regard our pupils as so many individual problems of adjustment of specific adaptation to their individual niches in the wheel of humanity. To meet this, we must know our pupils, their adaptations, their possibilities. It is said of the greatest teacher the world has ever known, "He perceived what they thought," even before a word was uttered. I verily believe he was

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one of the greatest character analysts that the world has ever known. To me that is a large part of our job as teachers: not only to know ourselves, but also to know our pupils.

For this, the Dalton Plan sets the stage. Under this plan in high school during the free laboratory time, the teacher in her individual conferences comes to know the body, mind and soul of the pupil as she never could under a mass organization except through her own. initiative expressed under handicap. May I ask both you who know by experience, and who have not yet visited a Dalton school, to place yourself in a classroom where all pupils have before them their work to do while the teacher, at least part of the time, sits quietly at her desk discussing a pupil's individual problem with him? Certainly such a setting will give opportunity to know your pupil and bring just the enlightenment and knowledge such pupil may need. A few minutes with a true teacher under these conditions may mean more both to the teacher and to the pupil for their growth and unfoldment than hours of the ordinary impersonal classroom instruction.

As has already been suggested, the Dalton Plan is not a static. method; it is an adaptation. All truly Dalton schools are adaptations to the immediate needs of each particular school. If there is any

thing that we need in our American schools, it is a system that will stimulate the teachers to this individual research to find the adaptation of their children.

To this end, we need training by some method to recognize and understand the individual and, by our personal contact based on this truth and knowledge, to help these boys and girls to find their places

in life. Yes, I mean vocational guidance, not confined to the trades alone, but including all occupations. Life's activities may be divided into at least twelve distinct types of endeavor. Beginning at the bottom they are: agrarian, domestic, trading, selling, mechanical, business, professional, scientific, literary, philosophic, artistic and musical.

Most children probably have an adaptation to at least two or three such fields of endeavor, but it is for each to discover his or her specific adaptation wherein may be found health, success and the joy of living. This can not be done until not only the proper environment surrounds the child in the school, acting as a stimulus to awaken his individuality but the teacher also has a knowledge of his personality, which is his soulful status. You say this is a large problem to undertake. Unquestionably! Be assured no one of us can come to you with a ready-made solution, but to make any progress, however small or great, we must face the Truth. We know that much, if not all, the inharmonies in body, mind and soul, are due to failure to fit ourselves into the harmony of life. The great Creator in His infinite wisdom has no inharmonies in the operation of natural law. From the largest sun with its system of planets and satellites down to the electron and ion, all in natural law has its place and fits perfectly in that place. Otherwise, all is chaos. In future generations such will be our problem to find the adaptations and make the adjustment of each to his own niche. Then, and only then, will order come out our present chaos of human life.

Witness, if you will, the play of a well-directed child in something he likes, to which he is truly adapted. Such is the enthusiasm, we as men and women will show when each and every one is trained in his own specific adaptation. It is a fact that only interest in our studies can awaken the desire to learn, and the personal method of education prepares one's body, mind and soul so that the child really desires to learn and to become that for which he or she is specifically adapted.

Couple true vocational placement with the Dalton Plan of organization and in time someone will work out such a school as to date we have largely but dreamed. In such a school truly we will find "the maximum of education in the minimum of time."

Rochester has long been known as the pioneer in vocational guidance. Last year Helen Sullivan of Washington Junior High School initiated with wonderful success such a course as I have in mind. The motivation and joy that came to these children under her direction was truly wonderful. I understand that Miss Sullivan

I can assure you, if this does

plans to put this work in book form. happen, it will be well worth your reading.

At Eastwood some of us, after studying with Miss Sullivan, are initiating such a course. We are now looking forward to important results from this attempt to meet this real problem.

THE SCARSDALE APPLICATION OF THE DALTON

PLAN

RALPH I. UNDERHILL, SUPERINTENDENT OF SCHOOLS, SCARSDALE Scarsdale is a wealthy suburban community about 18 miles from New York City with a population of 4700. A number of children attend boarding schools, but of those that remain, practically all are enrolled in the three public schools, two elementary schools and a six-year high school. in its schools and has spent freely upon them so that in equipment, grounds, buildings and teaching staff the schools ranked high. Nevertheless, there were a number of problems pressing for solution.

The community has shown unusual interest

In the first place, the elementary schools had adopted 2 or 3 years ago a system of semiannual promotions and were planning to make connections with the seventh grade of the high school by forming at special class to take care of those pupils who would normally enter the high school in February. These pupils were to attempt to cover in the space of 1 year the work of the 5-A, 6-B and 6-A grades. Those who failed to maintain the required pace were to be dropped back and were to enter with the next regular group the following September. The plan at best was involved and was certain to result in a number of demotions. It was regarded as a makeshift.

In the second place, the problems connected with individual differences among the pupils were especially acute. There were insufficient divisions of a grade to permit segregation according to mental ability, consequently all levels of intelligence were to be found in the same room.

In the third place, the pupils were passive toward their own education; they neglected home study; 70 per cent of their failures were due to omission or slighting of home study and to failure to hand in assigned work. Much of the energy of the teachers was being diverted from teaching into disciplining, following up delinquent students, exerting pressure to get work done rather than in actual teaching.

I do not wish to give the impression that the atmosphere of our schools was one of discontent, restlessness or hostility. The best of