4. They can be _correlated_ with a large number of other subjects and
made to have a beneficial influence on the whole of the school work.

5. The great advance that is being made in all useful inventions to-day
is largely due to the study of the physical sciences. Many boys and
girls (seventy-five per cent.) never attend the High School. The
Elementary School owes them a taste at least of these sciences that have
such a bearing on their lives, that have surrounded them with so many
mechanical contrivances for their comfort and convenience, and that
explain so many common natural phenomena. Give a boy a taste for
experimental science, and there is some chance that after leaving school
he will not throw aside his studies to subsist intellectually on the
newspaper, but that he will continue to investigate for himself, and
make himself a well-informed man, an influential man in his section. The
Elementary School must aim at fitting the boys and girls for life.

6. The advent of the experiment marks the downfall of superstition,
prejudice, and reliance on authority and tradition. To lead a child to
think for himself is a great achievement.

7. The use of the experiment in gaining knowledge will result in a
cautiousness in accepting statements and making decisions.

CONDITIONS UNDER WHICH EXPERIMENTS SHOULD BE PERFORMED

1. They should be introduced into the school work naturally, as answers
to questions which arise either in the regular course of the work or
from suggestions made by the teacher at appropriate times.

2. As far as possible, the pupils should assist in performing the
experiment. In small rural schools the scarcity of apparatus will
necessitate the teacher's doing most of the work. In Form V classes and
Continuation Schools the pupils may do the experiments individually.

3. The bearing of an experiment is not always evident; the teacher must
be ready with judicious questions to lead the class to the proper
conclusions.

4. The pupils must be acquainted with all the apparatus used. They must
know what the teacher is doing and must be near enough to see the
result.

5. A problem may be suggested, and a few days allowed for the pupils to
think out a means of solution. If they invent and make their own
apparatus, so much the better.

6. Whenever possible, the experiment should be applied to some natural
phenomenon or everyday occurrence.

CORRELATIONS OF PHYSICAL SCIENCE PHASE

Geography.--The va