TEACHING SCIENCE IN SECONDARY SCHOOLS


 4. Broadening the program to meet the needs of youth groups.
From the viewpoint of society there will be need to see: (1). that
all youth receive sufficient general education to make them
socially competent both as individuals and citizens; (2) that
a sufficient number be educated to perform the work and services
needed by a complex, industrial, democratic nation; (3) that
the supply of scientists, frontier thinkers, mathematicians,
statesmen, and creators in fine and applied arts, be adequate
for the maintenance and growth of a great nation. To meet
these obligations the school must develop a strong basic program
of general education, a vital and varied program of special inter-
ests, and a cooperative program with individuals and agencies
in the community, county, state, and region.
 5. Focusing the efforts of all teachers upon common goals.
In order to realize the goals set forth, or implied, in the four
previous trends, it will be necessary to develop community of
effort of teachers at all levels of instruction. Subject-field
specialists must learn to work together. No single teacher, and
no one division of a school, may accept mere responsibility for
an isolated area of a youth's education. Unrelatedness and isola-
tion are psychological impossibilities in the learning process.
Many matters must be adjusted to fit each other as the youth
develops. If a teacher does not aid in these adjustments, the
youth will make them-in some way-by himself. The trouble
with such unplanned education is that the adjustments may not
be desirable.
 All teachers have the common responsibility to develop the
following in all students:
 a. Skills in reading, oral and written expressions, interpret-
 ing visual and auditory information, wise use of resources.
 b. Habits of intellectual curiosity, critical thinking, desir-
 able work methods, healthful practices, pride in clean and
 attractive surroundings.
 c. Abilities to understand social relationships, standards of
 recreational activity, school-community relationships,
 democratic living, enjoyable living.
 d. Appreciation of spiritual values to be found in nature,
 art, music, religious worship, and unselfish service.