SCIENCE IN THE ELEMENTARY SCHOOL 11

have to use artful motivation for normal children. The how
and why which are a part of science are also a part of the chil-
dren's daily questioning. Furthermore, science has the advan-
tage of being a tangible, concrete field where the child can usu-
ally check his thinking and actions quickly. He can actually see
what happens.
 H. Provide for pupil participation in planning. Good science
instruction calls for constant teacher planning in terms of direc-
tion. The pupils participate in the selection of immediate prob-
lems and in the ways and means of seeking solutions.
 I. Make the class time in science a work period. The study-
recitation period of the past is being replaced by a working
period with the pupils participating in the planning of what to
do and how to do it. Even modern text books are not intended
primarily for assignment-study-recitation type of work. The
texts are constructed in the expectation that the teacher will
work with the pupils much of the time that they are using the
books. Teacher and pupil together participate in the activities
and follow the new fields opened up for study.
 J. Utilize a variety of materials. It is important for chil-
dren to have a rich experience with the excellent printed ma-
terial now appearing in elementary science. It is also important
for the children to have an opportunity to use a variety of ma-
terials. Science is by no means a "bookish" subject. It is full
of doing, observing, comparing, experimenting, and the obtaining
of first hand experiences. It is an area for learning by doing.
The teacher acts as a guide and co-learner. The use of variety
of materials also helps meet individual differences among pupils
and at the same time encourages them to pursue special interests
and learn from individual investigation.

The Teacher of Science in the Elementary School
 You Can Teach Science. Some teachers feel insecure in
their attempts to teach science. They feel that they do not have
sufficient background and that they do not know enough actual
science to carry on the work with any degree of success. Yet
science is one area where it is respectable not to know all the
answers. The error would lie in being unwilling to help find the
best known answer. Thus, the teacher may not be able to ex-
plain comets, but she can help the child find the necessary in-
formation. The following suggestions will help the teacher who
feels insecure develop a science background that will enable her
to do a better job of teaching science to boys and girls.
 A. Build experience gradually. Experience can be obtained
in time. You will have to substitute reading, planning, indi-