WAYS IN WHICH CHILDREN LEARN SCIENCE 53

ticularly the experience base of reading and the lifelong nature
of learning to read. The process of learning to read involves
the association of a printed symbol with a known idea. If the
idea is known, the child can acquire a symbol for it. If the idea
is unknown, even repetition and exhortation will not enable the
child to associate a symbol with it. Conversely, if the word sym-
bols are familiar, a new idea can be constructed from the ex-
periences they represent. But if both words and ideas are new,
learning can not take place.
 In the primary grades, many ideas represent first hand
experiences of the children. Even so, good primary teachers
make sure that a child is ready to read a certain section of ma-
terial, first, by checking to see if he has the new idea at all;
second, by using pictures or more direct means of refining and
extending the idea; third, by using conversation to bring the
new word into the hearing and speaking vocabularly of the child
before he meets it in print. In the middle and upper grades
these same steps are essential. Here the ideas are more com-
plex and many far away places and times are involved. Thus
the pupil who is going to read from his text about cantilever,
suspension, and arch bridges needs to develop first from pictures
and discussion some concept of what the bridges are like. Read-
ing is often described as the reconstruction of experience. It is
paramount that the reader bring something to the printed page
in order to take something from it.
 In spite of the fact that reading is an important way of
learning science, the admonition is sometimes given that the
science books should not be used as readers and that the results
will be disappointing, in both science and reading, if they are
so used. This warning is based upon the fact that the books
are intended for basic instruction, with teacher interpretation
and guidance a part of their use. To use the text for supple-
mentary reading, either independent silent work or oral sight
reading is usually unsatisfactory since the new ideas and the
new words interrupt and finally defeat understanding. To use
the text for further basal reading instruction is unprofitable
since the books were never designed to develop a sequence of
reading skills.

Observing as a Means of Learning
 Observing is one of the richest experiences for learning
science. Teachers should encourage and develop the possbili-
ties that may arise from observation.
 Field Trips. Are you teaching science within the four walls
of a school room? How much more interesting to go into the
out-of-doors which presents opportunities for seeing, hearing,