42 TEACHING SCIENCE IN SECONDARY SCHOOLS

 pletion, multiple choice, matching, short answer, true-
 false).
 2. Class discussion and participation, giving each student an
 opportunity to take part in class activities. (Mastery at
 each student's own level is expected.)
 3. Laboratory work which gives the teacher an excellent
 opportunity to judge whether or not the student has
 reached his level of perfection as well as to find improve-
 ment in neatness, orderliness, resourcefulness, responsibil-
 ity, ability to work with others and in willingness to con-
 tribute to the work of the group.
 Chemistry clubs-outlets for student energy. This energy
may be directed into:
 1. Hobbies that may lead to vocations and avocations.
 2. Social and recreational values based on mutual interests
 in chemistry.
 3. Group service to the school in programs, investigations
 and plans involving chemical knowledge.
 (Science Clubs of America, Washington, D. C., offers
 practical suggestions through bulletins for the organiza-
 tion and conduct of chemistry clubs.)

 SECTION 7. THE TEACHING OF PHYSICS
 If physics is to be an interesting subject for students, the
teacher must make it so. The specific suggestions outlined in
this section are chosen for this single, simple purpose. They
have been selected from a voluminous list of school-tested prac-
tices known to have worked under average Florida conditions.
 Students frequently, through misinformation, consider
physics a hard, useless course. This conception can be shown
to be in error because physics is really interesting and touches
the lives of all in a worthwhile way. Deft manner of introduc-
tion of each new principle, elimination of needless drudgery,
and the advertisement of physics to the students will be con-
sidered.