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Report Resume S Ed 011 839 Se 000 735 a Half Century of Teachingscienceand Mathematics REPORT RESUME S ED 011 839 SE 000 735 A HALF CENTURY OF TEACHINGSCIENCEAND MATHEMATICS. By- IsENDARGER, KATHARINE U. ANDOTHERS CENTRAL ASSN. OF SCIENCE AND MATH.TEACHERS INC. PUB CATE 50 ECRS PRICE MF-$0.36 HC58.28 c07P. DESCRIPTORS- *CURRICULUM, *EDUCATIONALOBJECTIVES, *SCIENCE EDUCATION, *SECONDARY SCHOOL SCIENCE,*TEACHER EDUCATION, BIOLOGY, CHEMISTRY, COURSE DESCRIPTIONS,COURSE CONTENT, GENERAL SCIENCE, MATHEMATICSEDUCATION, PHYSICS, PHYSICAL SCIENCES, TEACHING METHODS,CENTRAL ASSOCIATION OF SCIENCE AND MATHEMATICS TEACHERS, MAJOR DEVELOPMENTS IN SCIENCEAND MATHEMATICS EDUCATION DURING THE PERIOD 1900 -50 AREREVIEWED. AN EARLY CHAPTER IS DEVOTED TO A DETAILED DESCRIPTIONOF THE FORMATION AND SUBSEQUENT DEVELOPMENT OF THECENTRAL ASSOCIATION OF SCHOOL SCIENCE AND MATHEMATICSTEACHERS AND THE JOURNAL, "SCHOOL SCIENCE AND MATHEMATICS.'OTHER SECTIONS INCLUDE (1) MATHEMATICS, (2) THE BIOLOGICALSCIENCES,(3) THE PHYSICAL SCIENCES, AND (4) THEPREPARATION OF TEACHERS. THESECTION ON PHYSICAL SCIENCE IS SUBDIVIDEDINTO PHYSICS, GENERAL SCIENCE, PHYSICAL SCIENCE, CHEMISTRY, ANDGEOGRAPHY. DEVELOPMENTS IN SCIENCE TEACHING ARE RELATEDTO EXISTING SOCIALCONDITIONS AND THE STATUS OF SCIENCEAND TECHNOLOGY. CHANGES IN EDUCATIONAL OBJECTIVES, PSYCHOLOGY,SCHOOL ORGANIZATION, COURSE OFFERINGS, AND TEACHINGMETHODS ARE INCLUDED. THE ORIGIN AND DEVELOPMENT OFRESEARCH IN SCIENCE TEACHINGAND ITS EFFECT ON SCIENCEEDUCATION ARE CONSIDERED. THESECTION ON TEACHER EDUCATIONEMPHASIZES (1) EARLY PROGRAMS, (2) FACTORS RELATED TO CHANGE,(3) CURRENT STATUS, AND (4) RECOMMENDATIONS FOR FUTUREMOCIFICATION OF PROGRAMS. (AG) 1,00039 Central Association of Scienceand Mathematics Teachers FIFTIETH ANNIVERSARYVOLUME QArfralfCentury jcience and c.)1fathematicsreaching A summary of significant develop- ments in the teaching of science and mathematics during the first half of the twentiethcentury, and an account of the development of Central Association of Scienceand Mathematics Teachers and thepart it has played in these developments Box 408, Oak Park, Illinois 1950 CENTRAL ASSOCIATION OFSCIENCE AND MATHEMATICS TEACHERS,INC. U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. Copyright 1950 by CENTRAL ASSOCIATION OF SCIENCE AND MATHEMATICS TEACHERS, INC. "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED By Donald R. Winslow TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OfFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER." For permission to reproduceany part of this pub- lication, write to the holder of thecopyright. PRINTED IN THE UNITED STATES OFAMERICA GEORGE BANTA PUBLISHING COMPANY,MENASHA, WISCONSIN eA Half Centu7 of Science and c.niCathematics reaching Anniversary PublicationCommittees Editorial Committee Business Committee KATHARINE ULRICH ISENBARGER, JOHN E. POTZGER, Chairman Chairman Butler University Oak Park High School Indianapolis, Indiana Oak Park, Illinois WALTER G. GINGERY GEORGE K. PETERSON George Washington High School North High School Indianapolis, Indiana Sheboygan, Wisconsin MARY A. POTTER GEORGE E. HA'WEINS Racine Public Schools Lyons Township High School Racine, Wisconsin LaGrange, Illinois WALTER H. CARNAHAN, Editor RAY C. SOLIDAY Purdue University Oak Park High School Lafayette, Indiana Oak Park, Illinois Manuscript ReviewCommittee Preface Physical Sciences CHARLOTTE L. CHANT WILBUR L. BEAUCHAMP Oak Park High School The University of Chicago Oak Park, Illinois Chicago, Illinois Mathematics Biological Sciences JOHN R. MAYOR PAUL E. KAMBLY The University of Wisconsin The University of Oregon Madison, Wisconsin Eugene, Oregon History WALTER G. GINGERY George Washington High School Indianapolis, Indiana PRECEDING PAGE BLANK-NOT FILMED Preface THE PROBLEMS of education in the United States during the past half century have been largely those of adjust- ment to profoundly changing physical, economic,po- litical, and social conditions. During this half century, the population of the nation has increased from seventy-six millionto one hundred forty-five million. In 1900, we were predominantlya rural people. In 1950 we are more nearly a nation of city dwellers, and every decadesees a further movement from country to city. In 1900, the high school enrollment of the UnitedStates was five hundred fifty thousand. In 1950, the high school enrollment is ten times five hundred fifty thousand. In 1900, the person who ownedan automobile was for that reason a conspicuous individual in any community. Today auto- mobiles are farmore numerous than horse-drawn vehicles were half a century ago. In 1900, therewere neither airplanes, nor radio, nor home refrigerators, nor farm tractors,nor automatic home heating, nor electric sweepers, nor motion pictures,nor DDT, nor penicillin, nor vitamin pills. There was no profession of psychiatry, nor a relativity theory, nor communism,nor enfranchised women, nor easy divorce, nor common international travel, nor the after- math of two world wars, nor atomic bombs. The half century of the existence of Central Association has seen almost nation-wide raising of the compulsory education age limit. School curriculums have been expanded, enriched, and improved. The number of modern, well-equipped school vii _ viii A Half Centuryof Teaching buildings has greatlyincreased: Healthprograms, counselling programs, testingprograms, athletic programs,survey programs, and socialprograms have been added. The above paragraphs are a brief and incompleteenumera- tion of the materialand social changeswhich are the back- ground against whichCentral Associationof Science and Mathematics Teachershas developed. New philosophiesand newstatements of old philosophies of education have arisen during this halfcentury, some tosur- vive and win acceptance, some to make theircontribution and then becomea page of history. Every material andsocial change of thesefifty years has added new problemsfor education ingeneral and for mathe- matics and scienceteachers in particular.Ho'w clearly have members of Central Association of Science andMathematics Teachersseen these problems? How carefullyhave we analyzed and evaluated them? How wiselyhave we planned fortheir solution? Howcourageously havewe contended for improve- ment? With whatvision havewe planned for the future? What sacrifices of time,thought,*andmoney have we made in order thatour program might be effective? These aresome of the questions whichwe pose for ourselves in this volume. We spreadhere the recordso that he who runs may read. We read it withsome pride and some regret, pride in our achievements andregret for our failures. Out of bothour successes and failures, letus form a new resolution toserve the needs ofour country and theyoung people who will be its responsible citizens in theyears ahead. Contents Page CENTRAL ASSOCIATONAND THE JOURNAL 1 Edwin W. Schreiber,Historian Western Illinois State TeachersCollege, Macomb Glen W. Warner, Editor ofthe JOURNAL Chicago City College MATHEMATICS 39 Ernst R. Breslich The University of Chicago THE BIOLOGICAL SCIENCES 80 Jerome C. Isenbarger Loyola University, Chicago John C. Mayfield The University of Chicago THE PHYSICAL SCIENCES 126 Ira C. Davis The University of Wisconsin, Madison Allen F. Meyer Mackenzie High School, Detroit Katharine Ulrich Isenbarger Oak Park High School, Oak Park, Illinois Milton 0. Pella The University of Wisconsin, Madison THE PREPARATION OF TEACHERS 178 G. P. Cahoon Ohio State University, Columbus J. S. Richardson Ohio State University, Columbus ix Edwin W. Schreiber Glen W. Warner Central Association andThe Journal Y THE TURN of the century, science had set itsroots deep in the society of America. Scientific discoveriesbecame topicsof everyday conversation. Theexperimental method of science rapidlygained popular approval andac- ceptance. A goldenage of sciencea phenomenon of western civilizationwas at hand. This rapid growth and publicacceptance of science, coupled with a rapid increase in theenrollment of secondary schools, stimulatednew development in the teaching of mathematics and the sciences. Central Association of PhysicsTeachers On the crest of thiswave of scientific interest and emphasis, a group of physics teachers from schools in the CentralStates met in Chicago in the spring of 1902to consider the organiza- tion of an association of physics teachers.A committee of three was appointed which, after further consideration of the matter, called a meeting to be heldin Chicago, June 7. Twenty-five schools were representedat this general meeting. It was a busi- ness meeting with no program of papers, and here itwas that an organization entitled the Central Association of Physics Teachers was formed. A constitutionwas adopted and the fol- lowing officers elected: PresidentCharles H. Smith, Hyde Park HighSchool, Chi- cago 1 2 A Half Centuryof Teaching First Vice-PresidentFranklinH. Ayres, CentralHigh School, Kansas City Second Vice-PresidentCharlesF. Adams, CentralHigh School, Detroit SecretaryCharles E.Linebarger, LakeView High School, Chicago TreasurerEugene C. Woodruff,Lyons Township High School, LaGrange, Illinois The Thanksgiving recess and the spring vacationwere se- lected as thetimes for holdingmeetings of the Association. Preparations for thenext meetingwere at once begun by the various committees with
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