science for the boys is systematic chemistry in
the second year and physics in the third. They have no opportunity
of contact with any biological science. The girls have "botany and
physiology" in their first year.

The city needs to organize preliminary work in general science for the
purpose of paving the way to the more intensive science work of the
later years. A portion of this should be found in the elementary
school and taught by departmental science teachers; and a portion
in the first year of the high school. As junior high schools are
developed, most of this work should be included in their courses.

As to the later organization of the work, the two technical high
schools clearly indicate the modern trend of relating the science
teaching to practical labors. What is needed is a wider expansion of
this phase of the work without losing sight of the need at the same
time for a systematic and general teaching of the sciences. It is a
difficult task to make the science teaching vital and modern for
the academic high schools, since they have so few contacts with the
practical labors of the world. Cleveland needs to see its schools
more as a part of the world of affairs, and not so much as a hothouse
nursery isolated from the world and its vital interests.

PHYSIOLOGY AND HYGIENE

Teaching in matters pertaining to health is given but a meagre amount
of time in the elementary schools. While the school program shows one
15-minute period each week in the first four grades, and one 30-minute
period each week in the four upper grades, it appears that in actual
practice the subject receives even less time than this. In the attempt
to observe the class work in physiology and hygiene, a member of the
Survey staff went on one day to four different classrooms at the hour
scheduled on the program. In two cases the time was given over to
grammar, in one to arithmetic, and in one to music. This represents
practice that is not unusual. The subject gets pushed off the program
by one of the so-called "essentials." It is difficult to see why
health-training is not an essential. In a letter to the School Board,
February 8, 1915, Superintendent Frederick wrote:

"The teaching of physiology and hygiene should become a matter
of serious moment in our course of study. At present it is not
systematically presented in the elementary schools: and in the high
schools it is an elective study only in the senior year. My judgment