2 It is only by using such a system that a teacher may be absolutely sure that independent work has been done, and that he can with a clear conscience certify such notes at the end of the year. There is no need of emphasizing the crying need of honest, independent laboratory work. This kind of work can be secured only by insisting that all notes shall be written in the laboratory, during the laboratory period, and that they shall not leave the laboratory except in the teacher's hands. Such notes should be written in ink, thus saving time and at the same time teaching the student the important lesson of making his first draft his final one. When a serviceable fountain pen may be obtained for a dollar, there is no need for penciled scribblings.

The notes detached from the binder and handed in for correction, when "accepted", I think it wise to retain for a month or a half term, or till examination time calls for them for the student review study. With these precautions the teacher may surely affirm that the notes are the student's own work. These notes may not look as neat, they may not be as elaborate, but elegant handwriting and beautiful sketches are not to be compared with true, independent work.

3 With the instruction sheets for each experiment bound so as to face the "accepted" notes for that experiment, we have at the end of the course a compact and complete record of all that was required in the laboratory and all that was done by the student. This is trustworthy evidence which, because it is easily examined, is accepted by the examiner as a record of real work truly done.

As regards the form of the notebook, I have found that a simple binder opening at the end rather than along the side is preferable. A large saving of laboratory desk space is thus secured; for the instruction sheet may lie on one cover that is leaned up against the shelf, which on most laboratory desks faces the student, while the blank sheet for the record may lie flat and convenient for writing. In this way, too, at least one half of the book is kept away from "acids, bases and salts" which occasionally float over the desk top.

The size of a binder may suit the teacher's taste and convenience. I have found most practical a simple cloth-bound binder

8 by 11 inches, opening on the 8 inch side. This has the eyelet holes near the two corners, and the sheets are bound in by long brass McGill fasteners. This is simpler, cheaper and better than any patent fasteners. These, I have found, either tear the sheets or get loosened by use. Any bookbinder ought to furnish such a binder in cloth, quarter leather, for 25 cents or less.

The sheets of paper used are standard letter size, 104 by 8 inches. A single sheet of this size, by using both sides, I have found large enough for recording an ordinary experiment.

I prefer unruled paper. It is neater, and students should learn to use such paper. The sheets of the record may be made attractive by bearing a printed form, providing spaces for date, number of experiment and name of student at the top. A space occupying vertically a half inch may be devoted to "Required.” This includes the title and a phrase describing the object of the experiment. I have found that a space of 2 inches is sufficient for a concise statement of "Process." For a student to condense a description of the essential things done in an experiment, and limit it to this space, is both a valuable lesson in English for a student and a relief to the examiner. Of course, if more space is needed for any experiment, it may be taken by lining out the printed word "Process," and writing it in below. The remainder of the sheet and its reverse are devoted to Conclusions." The writing of these conclusions can be made very definite by the answering of a rather large number of ques tions interjected in the direction sheet. These questions are `lettered consecutively, so that all must be attended to by the student. These are scattered throughout the experiment, and are designed to draw attention to its more important parts and to insure that the student understands what he is doing and why he is doing it. Thus is avoided the mechanical following of instructions which is the bane of very much laboratory work. By the independent answering of a dozen or more searching questions, most of which he can not answer till the performance of the experiment furnishes him the requisite data, and many of which are rigorous enough to start some reaction in the gray matter of his brain, we may make the laboratory work strenuous enough to win the student's respect and to demand from him. some honest, intellectual effort.

The preparation of these hectographed or mimeographed notes does not occupy so much time as might be supposed. A sheet can be written from copy and a hundred prints mimeographed in three quarters of an hour. A mimeograph, provided with file surface for stylus writing, may be purchased for $22.50. From this ideal printing machine may be obtained sheets neat and thoroughly satisfactory. The hectograph may be used and is very cheap, though it is not as good. If the right kind of ink is used, and the printing is done rapidly, 200 copies may be taken with the hectograph. Here is a sample of the first and the 276th copy of a hectograph sheet, and the latter, as you see, is legible enough for practical use. These printing outfits may also be utilized for examination and other similar work.

I have no hesitation in affirming that the introduction of this system of chemical laboratory notes will be followed by a marked increase of interest on the part of the student in his work, and will do much to bring to a place of honor the work in the chemical laboratory.

Prof. E. N. Pattee-I agree with the paper of Prof. Allen, that the weak point in chemistry is in the laboratory work. Textbook work is well done, but the emphasis should not be placed there. I have yet to find a student who thinks that the work done in the laboratory is as effective as that done in recitation. If science teachers are to be recognized, we must have as good work done as is done in algebra, mathematics, geology, etc. Prof. Allen has not overestimated the importance of strenuous laboratory work.

Prof. Burchell-I appreciate the work of Prof. Allen. There is a question I want to ask. About 15 years ago, when my work was shorthand, I began a system similar to his; but, when I began to take up this work of science, I was reluctant to use as my own that which belonged to other textbooks. I want to ask how the authors feel toward those people who follow this plan of making up laboratory manuals of their own? What are our privileges and limitations in selecting that which we think is best from other sources? Is any injustice done to the people whose textbooks we use so freely?

Prof. Allen-I think, if we examine a list of 20 books, that we will find that four out of five of the experiments are common to

all chemistry manuals. No fault is found in these cases, and the writers of the books are not infringed on in any way. No law is violated nor any copyright. We must remember that the material is not selected for publication, but simply for class use. If desired, it may be quoted with proper mention of the source.

HOW TO MEET THE PROBLEM OF TEACHING PHYSICS BY THE LABORATORY METHOD IN SECONDARY SCHOOLS.

BY FRANK M. GILLEY, CHELSEA (MASS.) HIGH SCHOOL Headmasters and others who have to do with the administration of secondary schools are beginning to question more and more seriously the necessity of special provision in time and division of classes for laboratory courses in physics. "Why," they ask, "should not a class in physics be of the same size and subject to the same hours as one in English or mathematics?" In some cases the questioning has developed into more or less. active opposition to extended courses in science for which such special provision is demanded in the way of hours for study and recitation. The demand for smaller classes also has gone far to place science on a plane different from, and lower than, those occupied by other studies in the estimation of various school authorities.

When, however, such authorities proposed to put physics on the same basis as algebra and Greek as far as time allowance is concerned, teachers called the plan at once an absurdity. "With 24 or more in a section," they say, "a 40 minute period would allow us less than two minutes to each pupil." This comment touches at once the difference between the algebra class and the physics class. The algebra class is taught more or less as a whole, while the physics teacher looks at once to the amount of individual instruction he can give to each pupil. If the physics class could be taught as a whole, then, it might at once be put on the same allowance of time in the curriculum as the other studies. Many teachers will be inclined to say offhand that it can not be taught as a whole because the pupils will not "keep together." But why should they not be forcibly held together as firmly as are pupils in Latin? That a pupil could perform the work of an ordinary laboratory exercise in

the same time he occupies in his Virgil or Caesar class, few teachers would be disposed to deny. The problem is to get the entire class to grasp the exercise, set up the apparatus, and perform their work without waste of time. Experience has shown that study by the pupil of his textbook or laboratory manual before coming to the class is but slight help to that end. Neither does it always serve to have the teacher explain the construction and working of the apparatus beforehand. The only effective way of accomplishing a short hour laboratory exercise is for the teacher to indicate or perform each step of the work, and let each pupil follow him, performing each step according to directions. At first glance this may seem merely formal and a pure waste of time; the truth is, however, that it saves completely all the preliminary helpless handling of the apparatus which two thirds of the class always go through when left to a set of printed directions, a process over which enough time is often wasted to perform an entire exercise.

The teacher should begin by giv g directions for the form of record, including name and date if desired, giving special care to the description of apparatus. For the last he should make a diagram on the blackboard and exhibit the apparatus itself, or perhaps an enlarged model. He should then give the directions for the experiment, whenever possible holding the apparatus up before the class and performing each operation as he describes. If the experiment is, for instance, "images in a plane mirror at an angle of ", he will begin his directions for the exercise proper with some such directions as these: "Lay a sheet of paper with one corner at the center of a page of the notebook in this way. Set the two mirrors along the edges of the paper, so that they meet at the corner in the center of the page. Look in the mirrors. Hold a pencil between them. Count the images that you see. Cover one mirror with a sheet of paper. How many images disappear?" At this, or at any convenient point, directions may be given to write down the method of the experiment as far as performed, together with the observations taken. The teacher meanwhile may go about among the pupils, looking at their work enough to detect any prevalent mistakes or omissions. My own experience has been in this particular exercise that half the class will at some stage