at the close of the work, the single period pupils averaged 7 per cent, above the double-period pupils. This experiment suggests a possible waste of time in longer periods, possibly lack of readiness in attacking work, of attention and high tension of effort throughout the period. It is well known that appreciation of relative shortness of time available usually results in higher alertness, readiness of attack, higher tone and more constant prosecution of the work in hand. It must be kept in mind that the Murphrysboro experiment involves a small number of pupils and withal may be more of a suggestion of method than of the value of any particular length of period given to a study. Most teachers who have tried class-room directed study find double periods, part for study and part for general discussion, most effective.
Variations of the above experiment are under way in other schools.
Throughout the whole United States there has been a significant attempt to introduce courses in general science into the first year of the high school. While in different schools these courses vary largely in their content, length and in many details of method, they agree in their purpose of being less formal, less rigid and abstract than the highly differentiated sciences, and in selecting and treating topics in science in such ways that the pupils think through these topics with good methods of thinking and with a knowledge content that appeals to the pupils as being worth while. The dominant method is that of class study of real things and real situations. An active attempt is made to secure individual experimentation or individual study from every pupil. The whole general science movement is an attempt to secure a scientific method of work, upon concrete problems, the significance of which appeals to the worker. We have been putting first-year pupils into formal sciences which were beautifully organized and orderly, possibly even elementary from the point of view of the adult science and the research student, but which are an abstract field to the pupil who has not been led to rationalize the common phenomena of his surroundings. This general science course has met a splendid response and its method has resulted in more effective work in subjects other than science during the first year and in the sciences in the following years. It is stated by teachers and principals that where significant laboratory courses in general science are given, fewer pupils fail in their work, more remain in school in the second year, and there is a much larger demand in subsequent years for courses that utilize laboratory methods, similar to those of general science courses. The method and significant content of the general science course seems to prepare in ability to work and in desire to work in other laboratory courses. My own observation leads me to conclude that the oft-made statement that pupils are naturally averse to work, is much exaggerated. If properly guided to independent, purposeful study, really significant work becomes a pleasure to most pupils.
