time is spent in
the laboratory, where he must discover for himself the elementary
practices of the subject and test the validity of well-established
truths. At the end of his second semester he has not developed
sufficient laboratory technique for significant work in chemistry; he
is ignorant of the chemical explanation of the most common phenomena
in life.

=Pedagogical vs. logical organization=

There is much to be said for the position taken by the "older
teachers," who may not possess the scholarship of the "younger
investigators" but who argue for a general course in which laboratory
work shall be reduced, technique minimized, and attention focused on
giving an extensive view of chemical forces. The simple chemical facts
in digestion, metabolism, industry, war, medicine, etc., would be
presented in such a way as to make life a more intelligent process and
to give an insight into the method of science. In the courses that
follow the introductory one, there would be a marked change in aim;
the student would be taught the laboratory technique and would be
given a more intensive study of the important aspects of chemistry.
Similar changes in the introductory courses in physics are urged by
these same teachers.

Beginning at the point of contact may frequently interfere with the
logical arrangement of the course of study; it may wrench many a topic
out of its accustomed place in the textbook; it will demand that the
applications, which come last in most logically arranged courses, be
given first and that definitions and principles which come first be
given last. This logical arrangement, it was pointed out, is usually
the expression of the matured mind that is thoroughly conversant with
every aspect of a subject; it may mean little, however, to the
beginner--so little that he does not even slightly appreciate its
significance. The loss in logical sequence entailed by beginning at
the point of contact is often more than compensated for by the
advantages which are derived from a psychological presentation.

=Proper organization as a factor in effective teaching=

A well-organized lesson possesses teaching merits which may counteract
almost all the usual weaknesses found in poor teaching. Good
organization determines clearness of comprehension, ease of retention,
and ability of recall; it makes for economy of time and mental energy;
it simplifies the processes of mental assimilation; it teaches the
student, indire