that are not parts of the routine work, I have found that science teachers are as easily bewildered and disconcerted by unfamiliar concepts as teachers of mathematics, and much more easily than teachers of history. This may mean that I happen to be acquainted with exceptionally clever teachers of history or with exceptionally stupid teachers of sciences; but it would not be fair to assume this. The general intelligence of the many teachers I have in mind (as this may be judged from casual intercourse in school, in committees, in general contact outside) does not show a correlation to the subjects taught.
The fact seems to be simply that the teacher of science is just as likely to become petrified under suitable conditions as the teacher of any other subject. So far as science teaching has gone in the past, it has not yet established a universally acting dynamic principle in the character or the mind of the student. Not only are new ideas met with hostility, but when he is forced to handle them the science teacher does not show that system in his attack which his training has putatively imparted. If he does show order in analyzing a problem in his own field, this may mean only that he has learned a useful formula for attacking certain types of problems. The value of the "training" should show itself when problems of new types are met.
This leads to the next virtue which science is expected to develop, namely, the judgment. We no doubt learn to judge by judging; but I have not found science teachers, in dealing with matters outside their specialties, exhibiting greater deliberation, broader vision or less prejudice than are shown by just ordinary people of "culture." On the contrary, the most complacent and immovable spirits I know are among teachers of science.
It is impossible, from the data at hand, to come to any final conclusion as to the causes of this apparent incompatibility between the results of science teaching, as shown by the teachers, and the possibilities of science teaching as claimed by these same teachers. But some of the causes are near the surface and are worth noting.
The concept science is not itself sufficiently definite, judging from the senses in which the word is used. Thus, one science teacher speaks of another as being "too scientific" in his teaching because the latter employs many technical terms in the class room. Technical terminology is here confused with "science"; and any person of common sense can tell you that it is not at all scientific to use in teaching such terms as make the work of the pupil unnecessarily difficult. Another teacher prides himself that he has a thorough scientific training, since he is able at a moment's notice to describe the laboratory technique for any experiment or demonstration you are likely to want; and his familiarity with this technique is the result of long and intensive laboratory experience. But we forget that a laboratory helper can acquire all these details
