fused slowly into the secondary schools, and finally
slightly into the elementary grades. The differences between the aims
of college science and secondary school science were and still are not
taken sufficiently into account. As an inevitable result there are to
be found in the curricula of high schools too many science courses
that are mere dilutions of the college type, with no modification of
purpose, and just enough change in method and subject matter to bring
them partially within the power of understanding of the less mature
mind. This situation in turn reflected upon the higher institutions of
learning in such a way that it seemed that they were giving adequate
training of the correct type. And such would have been the case had
the college course in the particular science been planned for the
express purpose of being diluted to suit secondary school needs. But
it will be generally conceded that such courses never have existed.

Another retarding factor in the evolution of the problem has been the
subordination of special training in subject matter to other really
less important qualifications, in the selection of teachers. The table
given below, compiled from statistics gathered in one of the States
during 1916, shows sufficient justification for the above statement.
And not only has the preparation in subject matter been too little
considered in choosing teachers, but also in the administration of
schools specially intended for teacher-training. An educator of high
standing in California is credited with making the criticism of the
Normal Schools of the State; that they attempt to teach a person how
to teach intelligently something about which he knows nothing. When
teachers have adequate preparation in subject matter as well as in
methods, and when they are employed to teach only those subjects for
which they are fitted, then the problem of maintaining a high standard
of teaching will be well nigh solved.

Subject | Prepared & | Not prepared | Prepared and | Total
| teaching | & teaching | not teaching |
-----------+------------+--------------+--------------+-------
Physiology | 19 | 8 | 57 | 84
-----------+------------+--------------+--------------+-------
Botany | 71 | 39 | 74 | 184
-----------+------------+--------------+--------------+-------
Zoology | 9 | 20 | 5