He should be thoroughly acquainted with the locality, that he may choose the best places for the field trips. He ought to possess the traits that make a good teacher. But, above all, he should possess a love for nature, that subtle instinct and finer feeling which swell the heart with thoughts beyond expression and draw one irresistibly into the open fields and whispering woods. This he can not impart, but fortunately it is contagious. Among the teachers in every city there is undoubtedly some one interested and informed in scientific matters who would be willing to aid his fellow teachers. The members of this association might give some of their time in this cause, as it will assist in the advancement of science, which is one of the aims of our association. If there happens to be a local scientific society, some of its members might act as leaders, or the society might be induced to take full charge of the work. If it be impossible to secure a leader who meets all requirements, it will be neces sary to apply a synthetic method and get the best of several different personalities.

Let us consider, now, the class, its formation, composition and size. It may be begun on either side-the class may organize and choose a leader or a leader may appoint himself and adver tise for a class. It would be better however if some organized society, or even the local school authorities, took the matter in hand.

The size of the class is important. If too large, time is lost, and the whole class does not get the full advantages of the work. If too small, the leader will be obliged to supply all the energy which keeps things moving. From experience in such a class, I think 20 are too many. Ten are a good number, enough to keep up the interest, and not too many for a good leader to keep together. In case the class should wish to visit a locality not accessible by trolley, the railroads will make a reduced rate for an organized party of 10.

Before discussing the plans for class work, it is necessary to decide what the aim is. As I understand it, our aim is a practical one, and it is to enable teachers of city schools to obtain material for use in their classroom, and to give them the knowl edge and directions which will enable them to employ this material to the best advantage. If this practical side of the question

is well carried out, the more ethical aim will be acquired unconsciously.

To obtain the necessary material, field trips are necessary. The field trip must be carefully planned. The leader should be acquainted with the territory visited; and it is usually advisable. for him to explore the spot a day or two in advance to make sure that specimens worth collecting will be found. He should decide in advance what will best suit the needs of his class, having ascertained that it may be obtained, and be prepared to give its most interesting habits and characteristics.

The apparatus necessary will depend on the material to be collected; but some receptacle for plants and insects, a pail for aquatic life, and a net for insects and for dredging are essential.

The problem of transportation usually can be met by using the trolley cars. On arriving at the chosen ground, the plan of work should be carefully explained, if it has not been done before, directions for collecting should be given, and attention be directed to the points of general interest, such as soil, environment, and general relations.

Then, having prepared his class, the leader will lead them to the places where the chosen material is, and see that each one obtains enough for practical purposes. The class should, at the same time, study the habits and characteristics of the plant or animal collected, and also note the environment, that they may reproduce that condition in the schoolroom as far as possible. A little care at this time will save much trouble and may prevent disappointment later.

It is impossible for anyone to explain all that may be seen in even an hour's trip through the woods and meadows, and that is the reason for emphasizing one particular point. At the same time, the leader can and should call attention to some of the delightful and interesting features which present themselves.

A bird's nest containing eggs or young, a squirrel or chipmunk chattering in the trees, a stately old tree or some humble insect, may afford an opportunity for the leader to give his class a bit of real nature study in the field. It is pleasant to sit down on a convenient bank and enjoy the beauty of the hills and meadows, the color of the foliage with its beautiful greens in

the spring and its splendid hues in autumn, the sky and clouds and to listen to some of our wild birds singing their sweet notes of freedom. All this is pleasant and profitable; but it should not prevent the accomplishment of the work planned, because a teacher can not arouse much permanent interest in his class of 40 or 50 children by telling them what he has seen, no matter how deep his feelings may have been; but, let him place before his class something they can see and study for themselves, then will those pupils share his pleasure.

When the work in the field has been finished, the class should be assembled, the day's work carefully reviewed, and directions for the preservation of material should be given. Saturday is the most convenient time for a class of teachers to make a field excursion, but the necessity of keeping the collected material 36 hours before using it is a great disadvantage. In collecting, this fact should be kept in mind, specially if flowers are to be gathered. If it be possible, it would be better to have the trip in the afternoon after school, but there are practical objections to that plan also, chiefly the question of time.

At this general summary of the events of the trip, the leader will have an opportunity to answer the questions which the class have to ask, and he is a wise man who can answer even a fourth of those questions.

This briefly is a plan for a field lesson. It should follow the same fundamental principles which underlie instruction in any subject.

Owing to the infinite variety of conditions which will be met on field excursions, I have not entered into the details of such a trip; but have tried to sketch broadly a plan which would apply to any field work, whether the object were to collect pollywogs or hepaticas. Yet it may be profitable to mention a few of the things worth collecting for use in the schoolroom and suggest some general lines of study for the class of teachers. The distribution of plant and animal life, noticing what things prefer certain conditions, as a swamp, hill, woods, etc., the effect of environment, which is very noticeable in plants; the struggle for existence; the action of the physical forces of nature; the relations of different forms of life, as exemplified by the familiar relation between bees and pollination-all these

and many others are fruitful subjects for study and observation, and are also practical.

In the autumn months the dispersion of seed and the preparation for winter are the most striking phenomena, and material illustrating them can easily be procured. Goldenrod, asters, the autumnal leaves, the berries of the bittersweet, or a branch of the thorn apple bush, as the children call it, etc., will beautify a schoolroom wonderfully. The dead and dry weeds, such as the teazel and the yarrow, are excellent for drawing lessons. This is the time of year to collect cocoons, specially the cecropia, to be kept till the spring. When the leaves have fallen, it is easy to find the nests of the birds, which have been so carefully hidden, and can now be taken and kept for use when the time comes.

In the spring the first excursion should be made as soon as the weather permits; and the roots or bulbs of some of our early wild flowers can be taken, and, if potted with a little care, the plants will blossom in the schoolroom. Hepaticas, squirrel corn, violets and trilliums take kindly to this treatment. It is an excellent thing to have a wild flower garden if the school yard permits.

Crawfish, insect larvae, newts, toads eggs, and small fish can be obtained for the aquariums.

But, in collecting, see to it that our rare and beautiful forms of plant or animal life are not exterminated; but choose, rather, those forms which are so abundant that the number taken will not affect the species unfavorably.

The Cornell leaflets for teachers are invaluable in this work and can be obtained with little trouble.

In concluding, let me review briefly what has been said. The class is for the benefit of the teachers, and its first aim is to meet their needs in a practical way. To obtain the best results, the class should be of a convenient size. The work of each excursion should be planned in advance, care being taken not to attempt too much. The plan should be pedagogic and, barring accidents, should be followed. The leader should see that each member of the class gets the full benefit of the work. The burden of responsibility will fall chiefly on the shoulders of the leader, and he must be chosen with care. If you can find a

guide whose experiences afield are wide and varied, whose knowledge is accurate, whose eyes and ears are well trained, whose tact and kindness are unfailing, one "who in the love of Nature holds communion with her visible forms ", and to whom "she speaks a various language "-if you find such a guide, then are you blessed indeed.

Saturday morning, December 28

SECTION MEETINGS

Section A. PHYSICS AND CHEMISTRY

COLLEGE ENTRANCE PREPARATION OF STUDENTS AS VIEWED FROM THE SECONDARY SCHOOL MAN'S STANDPOINT

BY PROF. R. J. KITTREDGE, SCHENECTADY UNION CLASSICAL INSTITUTE In dealing with this subject we may perhaps properly consider it under three heads: first, college requirements in physics for entrance and efforts of the preparatory schools to meet these requirements; second, physics as related to other subjects in the college and high school curriculum; third, certain comparisons between the scientific and classical methods of instruction, and suggestions for betterment.

First then, what are our colleges requiring for entrance, and what are the preparatory schools doing to meet these requirements? To answer these questions, I have examined the entrance requirements of some 20 of our leading colleges and the courses of instruction of a number of our preparatory schools. Some of the colleges have in physics no entrance requirements at all, as they have no scientific course, or at least nothing more than a very limited instruction in science. Some others demand one year of a combination of textbook work and laboratory work, as indicated in some one or several of the textbooks designated. Some require no laboratory work at all, but those that require it require a notebook with at least 35 or 40 experiments performed by the candidate. Where a list of special exercises is called for, the majority of the colleges ask either for the Regents list or for that of the National Educational Association, taken directly from the book of Hall & Bergen. In the former list we have 66 experiments, or rather groups of experiments, for many of them contain a number of subdivisions,