Milford chronicle., 1955-11-11
SCIENCE IN THE MILFORD
SCHOOL SYSTEM
hY Jane H. ReTgler

Dy Jane He lbcABACA
Truly the era in which we live
today must be considered to be
scientific one. IndustFializatiOn is
the key to the economic strength
Of the nations of the world, where
as military power determines their
political strength. Inasmuch as the
success of industrial and military
programs depend almost. exclusive
ly upon the intellects of our scien-
lists, it becomes increasiply impor-
tant tnat we as Americans develop
our sources of scientific manpOWer
to a maximum In a democratic ma
ton we cannot do this by means Of
the compulsive techniques that are
utilized BY Communist controlled
nations. All we can do is to streng-
then our programs Of scientific ed
ucation and through these pro-
grams to encourage our younger
generations to enter into any and
all fields of science. 1t is the sin
cere hope and endeavOr of the sci
ence teachers in Milford, as well
as thoses in other public school
systems throughout this country,
to do their part in meeting this
need and challenge.
An enthusiasm for and an inter-
est in science must be generated in
the young student, preferably be-
| fore the time that he enters high
school. It is desirables that he
have an introduction to as many
! aspects of scientific knowledge as
feasible in the 7th, 8th and 9Th
grades. At present the Milford
| School curriculum involves first
the presentation of concrete and
obvious realities about us: water,
/ air. and rocks. This is followed by
/ the introduction to astronomy, our
solar system; meteorOlogy5 wea-
! ther predictions; and geology, our
i changing landscape. In the general
science course presented to ninth
grade students, the topics include
maintenance of the health of the
individual, the science of agricul-
ture, and the study of energy in
such forms as heat, sound, light,
and electricity.
The difficulties of the Milford
teachers have included both diver
sification and interrelation of these
programs of early scientific educa.-
ton, for it is desirable to minimize
the overlapping of material and
still demonstrate so much as poss-
ible the many general conditions
and phenomena which apply to all
fields Of scientific study. These
problems and the additional one,
which results from the necessity Of
correlating Milford's program with
those of Lincoln, Houston, and FL
lendale, are under current cOnsid-
Grafton by faculty members. Miss
Ruth Foster, Earl Brown, Leroy
Jones, of Milford; S. MarkOwitz Of
Lincoln, b. Phillips, Of Houston,
and ]. Brittingham of Ellendale,
are holding a series Of meetings to
determine how best to cope with
these difficulties.
N The program of science for the
high school student is made up OF
biology, chemistry, and physics. II
II is also essential that the individual
\ include a full program of mathe-
matics should he have any inten-
1 ton of studying science or engi-
neering in college. The course in
biology is designed to acquaint the
student with the fabulous evolu-
tionary changes which have takeI
place since the creation Of life. a
true understanding Of the anatomy
and physiology Of the human body
can only be achieved after the stu
dent is able to see, in their ful
perspective, the many purposefu
developments and mutations which
preceded the evolution of the two
legged mammal, Homo sapiens.
Chemistry and physics are dis
tinctive from the remainder Of th'
science curriculum. Here SHOULD
come the elimination of all the sci
entific endeayors of the high schoo
student. For the first time, tn
student is exposed to the theorie
Of scientific phenomena. The fact
and functions themselves becom
secondary. The accent is upon tn