Question

adapted from what the schools teach and might teach by john franklin bobbitt. originally published in 1915, this excerpt addresses the writers thoughts on teaching science in public schools during that time period. 1. the future citizens of cleveland need to know something about electricity, heat, expansion and contraction of gases and solids, the mechanics of machines, distillation, common chemical reactions, and a host of other things about science that are bound to come up in the days work in their various activities. 2. considered from the practical standpoint of actual human needs, the present almost complete neglect of elementary science is defenseless. the minimum amount of such teaching now introduced in the language lessons for composition purposes is so small as to be almost trivial. the topics are not chosen for their bearing upon human needs. there is no laboratory work. naturally much of the elementary science to be taught should be introduced in connection with practical situations in kitchen, school - garden, shop, sanitation, etc. certainly the applied science should be as full as possible. but preliminary to this there ought to be systematic presentation of the elements of various sciences in rapid ways for overview and perspective. 3. to try to teach the elements only \incidentally\ as they are applied in their relations, and therefore to fail in understanding them. intensive studies by way of filling in the details may well be in part incidental. but systematic superficial introductory work is needed at varying levels on the various fields of science. the term \superficial\ is used advisedly. there is no introductory stage in the teaching of every such subject when the work should be superficial and extensive. this stage paves the way for depth and intensity, which must be part a which statement supports the authors claim in the passage? in 1915, schools were placing emphasis on science instruction. in 1915, schools were misspending resources meant for science instruction. in 1915, schools were placing insufficient importance on science instruction. in 1915, schools were unprepared to make changes to their science instruction.

Explanation:

The passage discusses what science should be taught in public schools in 1915 and emphasizes the importance of practical applications related to human needs. The idea that in 1915, schools were placing emphasis on science instruction (last option) aligns with the overall theme of the passage about the significance of teaching science in schools at that time. Other options about unpreparedness, insufficient importance - placing, and misspending resources are not supported by the text.

Answer:

In 1915, schools were placing emphasis on science instruction.