CONDITIONS UNDER WHICH EXPERIMENTS SHOULD BE PERFORMED
1. They should be introduced into the school work naturally, as answers to questions which arise either in the regular course of the work or from suggestions made by the teacher at appropriate times.
2. As far as possible, the pupils should assist in performing the experiment. In small rural schools the scarcity of apparatus will necessitate the teacher's doing most of the work. In Form V classes and Continuation Schools the pupils may do the experiments individually.
3. The bearing of an experiment is not always evident; the teacher must be ready with judicious questions to lead the class to the proper conclusions.
4. The pupils must be acquainted with all the apparatus used. They must know what the teacher is doing and must be near enough to see the result.
5. A problem may be suggested, and a few days allowed for the pupils to think out a means of solution. If they invent and make their own apparatus, so much the better.
6. Whenever possible, the experiment should be applied to some natural phenomenon or everyday occurrence.
CORRELATIONS OF PHYSICAL SCIENCE PHASE
Geography.—The value of Physical Science in the Elementary School is largely due to the light it throws on geographical data. Numerous examples will appear in the succeeding pages.
Hygiene.—Experiments in carbon dioxide, oxygen, air, water, sound, and light, are absolutely necessary, if the children are to grasp with any degree of clearness the principles of respiration and ventilation, and the phenomena of hearing and seeing.