2 TEACHING SCIENCE IN THE ELEMENTARY SCHOOL

more readily to his environment, uses his resources more intelli-
gently, grows in his appreciation of the world in which he lives,
and attains a more adequate sense of security.
 To help children cultivate scientific attitudes, such as criti-
cal mindedness, willingness to seek and act upon reliable evi-
dence, intellectual honesty.
 In all areas of life today there is need for the experimental,
investigative, thought-testing attitude of the scientist. The ac-
quiring of a scientific attitude is not reserved for adult years,
nor is the attitude suddenly attained. It comes about through
a long period of growth under careful guidance. It is not ac-
complished merely by hearing and reading, but rather through
the significance attached to day by day activities. Two fourth
grade boys, arguing about what kind of lizard has been brought
into class, are developing a scientific attitude when they finally
reject guessing and loud talk as a solution and seek evidence
before stating a conclusion. A fifth grade child who asks, "Do
people live on Mars?", may acquire certain elements of a scien-
tific attitude when he realizes that many opinions can be held
tentatively awaiting further evidence, that our knowledge of
truth is incomplete. The opportunities for growth in attaining
a scientific attitude in the elementary school are legion if the
teachers learn to recognize them and seek them in the ongoing
activities of the pupils.
 To help children acquire or develop a scientific method of
 work, including such elements as intelligent planning, careful
 observation, and the drawing of warranted conclusions.
 Although children will not always use all steps in the scien-
 tific method when approaching a problem, they can use many
 of the elements to some degree. Thus, the fourth grade boys
 just described had to plan how they were going to solve their
 problem, had to observe carefully the live lizard and a picture,
 and had to withhold judgment until reliable evidence could be
 obtained. The important point is the focusing of attention upon
 the procedure of how truth is secured: the gathering of evidence,
 evaluating the evidence, testing interpretations by experiment,
 formulating conclusions, deriving an appropriate plan of action.
 The pupil begins to see that through application of intelligence
 to problem solving man has improved the quality of his living
 and can make still further improvements.
 To help children explore new avenues of interest which will
 lead to the satisfaction of discovery.
 No one can be interested in something he doesn't know
 about. It is the teacher's privilege to open new worlds to chil-
 dren and guide their first steps into an area. Some individuals