66 SCHOOL SCIENCE AND MATHEMATICS

STANDARDIZED TESTS IN SCIENCE.

BY RALPH E. WAGER,Normal School, De Kalb, III.

{Continued from December^ 1919.)Passing now to the third point, that of method, let me state

at the outset that I have no idea of attacking the general planof current procedure 'f making use of both laboratory and text-book. A passing allusion to the too great attachment to thetextbook on the part of many teachers, together with theneglect of the laboratory phase of the work, is sufficient to callup one of the most serious errors. It is not merely informationwe should strive to put over, but rather an attitude of mind, or away of thinking, recognizing meanwhile of course, that someknowledges are worth while in many ways. But the too constantand insistent effort merely to obtain a recitation in terms of thetextbook develops only an attention to the matter of memorizingenough to satisfy the requirements of the teacher whether ornot a significance obtains.

I have already alluded to the project as a scheme for making-use of the larger life-environment of the child as the laboratory.This offers boundless possibilities. It seems then that we shoulddevelop projects in conformity with this idea and try them out.Probably a helpful undertaking would be to list all such andsubmit them to earnest teachers for trial and criticism. Inas-much as reference has been made to the desirability of standard-izing such projects we may leave this point without further dis-cussion. To pass then to another related phase, I would like tocall attention to the fact that there is need for experimentalteaching, and considerable investigation into the most economi-cal and efficient methods of procedure; such as, for example,that of Gilbert, in which he compared the results in^ teachingzoology when emphasis was placed on. the economic appr<^chand that of pure science. Or such as Webb^s study in the com-parative results in teaching chemistry by laboratory, lecture andcombination methods. We need thorough surveys of the con-tent and capacities of pupils at the time they enter our classes.Grier^s report on the results of his range of information test inphysiology is most suggestive in that he discovered that muchof the current terminology, and presumably, therefore, no littleof the meanings, of hygiene, is obtained outside the classesdealing with that subject. Newspapers and magazines have

STANDARDIZED TESTS IN SCIENCE 07

done much to educate the layman. We should know where tobegin without loss of time and effort. ’

All of this type of investigation demands, however, the for-mulation of standardized tests. Before we can do that we musthave a certain starting point in both content and purpose. Withsuch instruments results by different methods become measur-able and comparable. Without them they remain as now, merematters of opinion.

Still another point remains to be made in this general con-nection. The realization of the great differences in the capac-ities of pupils is leading to well developed means of making adivision of our school population into at least three large classes:the dull, the medial, and the bright pupils. I am assuming thatno genuine subnormals find their way into the high school! InEnglish and history as well as mathematics, this division is find-ing favor. It remains for us then, to develop means for separatingpupils into similar groups according to their capacities to do thework in science. Thereafter it is essential that the work bemade to fit the group. Herein is, I think, one of the most im-portant and essential steps we can take, and its importance can-not be overemphasized. As scientists we should not bring upthe rear when the application of scientific methods is involved.Mention has been made of the standard test as an important

and essential tool. Undoubtedly many of you are familiar withthe beginnings already made to develop it, although nonewith which I am familiar have been well standardized. Some ofthese are: Grier^s Range of Information Test in Zoology andPhysiology, Downing^s Range of Information Test in Science,BelPs First Year Chemistry Test, CaldwelPs Garey SurveyTests, Herring^s Test of Abilities in Scientific Thinking. As Ihave stated, these tests have not been standardized. For such aprocess, a group of schools cooperating, let us say for two years,ought to yield a test of sufficient reliability to make it worthwhile.We come now to a point from which I wish to digress a bit

from the general implications of my topic, but I feel that yourinterest in the undertaking I have in mind to suggest will carryus along in a spirit of cooperation.

If you will put your ear close to the ground, you will hearrumblings of dissatisfaction with our present content in history.Already ancient history has been relegated as a requirement bysome of the leading universities, and thoughtful laymen are

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asking as to why so great emphasis is being placed in our presenthistory courses u^on the political and military aspects. Laborunions are demanding that history be taught from the viewpointof the development of industry. There has been appointed, Iunderstand, a committee of noted historians to make certainrevisions in the history outline. Now, wfiy not, let us-ask, teachthe origin and growth of the great ideas in science as a part of;yes, indeed, as the basis for, an understanding of industrialdevelopments? Quite generally the mission of science andscientists is entirely misunderstood; and for good reason. Didpeople generally know something of the nature and significanceof the contributions science has made to the happiness and wel-fare of man, and of the infinite patience and unflagging labors in-volved in their discovery, much good would come through a morewholesome respect for them. Yet ignorance is all too patent withreference to both the principles and the men who discovered andformulated them. As an illustration let me present the followingbit of evidence: A few days ago I tried out a class to determineif some of the common names in science were familiar or un-familiar, and if the former, to what nationality its possessorbelonged. This test is about as -simple as one could be made.There were thirty-one pupils, all high school graduates. Theresults:Name of Heard of or Nationality NationalityScientist read the name Unfamiliar known unknown

Tyndal .... -. -�. �� .... 9 22 4 27Pasteur:...-.���.�����......13 18 4 27Lyster..-...---..���..��...... 0 31 0 31Koch-�������--�-.. 2 29 0 31Huxley.....................................15 16 6 25Darwin......-�:...��.-..��....30 1 19 12Lamarck�.-..�� ����...� 0 31 0 31Priestley.� ���.�.�.-�.. 3 28 0 31Copernicus�-....�-���...-. 3 28 0 31Galileo..�����..�-.�....16 15 0 31Bessemer...-�� ..�����.... 1 30 0 31

Choosing the name most familiar I then asked for some defi-nite association with it. The results are most suggestive. Withthe name of Darwin these associations were reported:No. of Pupils

20�The originator of the theory of evolution.1�Something to do with religion.2�A great atheist.1�A botanist of great renown.1�A great scientist.1�A scientist and atheist.1�The originator of the idea of sexual selection.4�The originator of the ideas concerning the origin of species;

STANDARDIZED TESTS IN- SCIENCE- 6^

It seems hardly possible that. these young people have comeup through our high schools with these notions, and yet it is notsurprising when you contemplate the manner in which historyhas been presented. Would it not lend somewhat, I would liketo ask, to the feeling of brotherhood between nations, and torealization of the mission of science, were pupils in our schools todiscover .that to science all civilized nations have made con-

tributions, and that to all nations it has ministered in. so far asthey have been able to adopt an,d make use of it? I wouldthen, suggest a course in the fourth year of the high school, or

before if possible,-dealing--with the development of science; inthe world, and with some oT the large ideas which have’ con-tributed so bountifully to the cause of civilization. Such a coursewould serve to tie the science together into a unified whole,furnish at the same time an opportunity for a review of thesalient points in each science element, and at the same timepresent a true picture of man^s progress toward his presentcontrol over Nature. By whom such a course were taughtwere immaterial in so long as he permits the pupil to discoverthe truth and think for himself. If we are about to enter uponan age dominated more and more by scientific thought andmethod, certainly the high school should strive to give at the leastan understanding of the history and mission of science. Theodium religicum is so far decadent, let us hope, as to make sucha. course possible. There is opportunity also for brief and simplebiographical sketches of the lives of scientists for use in theupper, grades. -

. I come thus, by a somewhat circuitous route, to the statementof a plan for the development of standardized tests. You willsuspect me of trickery for I have managed to bring into mydiscussion some apparently unrelated materials. When, however,you think the problem through, you will understand that beforeuseful tests can be made all these other facts must be passed inreview, evaluated, and procedure directed accordingly...A summary of the points I have tried jLo. make may now he

made. They involve: - -I.. A survey of the outcomes of the present courses of study as they

are presented in a series of typical schools. We must satisfy ourselves ’as’to what we are now accomplishing.

’ II. The establishment of definite aims after (a) reviewing the pres-ent outcomes, (b) examining the courses in the curriculum to which oursubjects may contribute, (c) attempting to discover vital relations withactual life activities.

III. The development of standardized tests bn-sod upon the aims thusset up.

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IV. The initiation of experimental teaching (a) to determine themost efficient methods, (b) to discover the most difficult and most com-monly misapprehended points in the subject matter from the pupilsreaction to them.

V. To list, standardize and develop projects and problems^VI. To devise means for grouping pupils according to abilities in sci-

ence work, and to adapt materials to such abilities.

Somewhat apart from this logical sequence in the larger planis that concerning the introduction of the history of the greatscientific ideas and their relation to man^s progress. This in-volves investigation and agitation as well as the organizationof such a course as to content.

Finally, if we are to bring our science work into accord withmodern educational demands, and if we are to keep pace with theprogress now being made in other subjects, we must follow somesuch plan as I have tried to present. I therefore submit it foryour consideration and frank criticism.

TEACHING BOOKKEEPING BY THE HISTORICAL METHOD.1

By A. P. R. DRITCKEH.

Those who have had experience in teaching bookkeeping knowonly too well the difficulties they have encountered in their at-tempt to explain to students the reasons for the rules of book-keeping. Indeed, very few teachers ever try to assign reasonsfor these rules; they simply insist that the students master therules and then work out the exercises illustrating their applica-tion. In other words, they teach the hows but not the whys ofbookkeeping science. The result of this insistence upon thememorizing of unexplained and uncomprehended rules is natur-ally more or less confusing in the minds of the learners.The vagueness of the subject finally discourages the students,who are for the most part groping in the dark, never sure oftheir ground, their weak grasp of the subject becoming fatalto their enthusiasm.The answer of a certain student to the question�what would

he do in case he received a telegram from the freight agent noti-fying him that the consignment of goods he had expressed toJohn Brown had been destroyed en route: that he would debitthe telegram in accordance with the rule to ^Debit whatever isreceived^�ludicrous as it may sound, is nevertheless typicalof the bewilderment resulting from the usual vague presentationof the subject and oFthe uncertainty the student feels in tryingaddress made before the Commercial Section of the Oregon Teachers Association.