2 THE NATURE-STUDY REVIEW [i, i. jan. 1905 



of advisers and collaborators should be representative of all the 

 sciences whose fields are involved in elementary education. More- 

 over, while nature-study is primarily an educational movement 

 for the lower schools, it also affects the science work of the 

 higher schools, and therefore should be considered from the 

 combined viewpoints of professional educators with practical ac- 

 quaintance with the problems of the elementary schools and of 

 university men who are primarily interested in nature-study as a 

 preliminary phase of science-teaching. For this reason represen- 

 tatives of both schools and colleges are interested in the develop- 

 ment of the new journal. Finally, the wide geographical distribu- 

 tion of the nearly seventy members of the editorial board insures 

 that the journal will be entirely independent of local interests and 

 free to become representative of nature-study in all parts of Amer- 

 ica, the center of the movement ; and it is hoped that those inter- 

 ested in nature-study in all the States and in Canada will have a 

 personal interest in the development of the journal as though it 

 were the official organ of an American association of nature-study 

 teachers. M. A. B. 



NATURE-STUDY AND ITS RELATION TO NATURAL 



SCIENCE 



A SYMPOSIUM BY H. W. FAIRBANKS, C. F. HODGE, T. H. MACBRIDE, 

 F. L. STEVENS, and M. A. BIGELOW 



[Editorial Note. — The extensive correspondence connected 

 with the founding of The Nature-Study Review showed that in 

 the minds of representative men of science and education there is 

 great variation in the interpretation of what nature-study is sup- 

 posed to be or should be. In fact, there were found eminent pro- 

 fessors who were so firmly convinced that nature-study is simply 

 a dangerous fad that they counseled against attempting to give 

 the subject recognition in a special journal. But all this diver- 

 gence of opinion should be not in the least discouraging, for the 

 various opinions are simply outgrowths of the different local prac- 

 tices in the teaching of nature-study. Thus far nature-study in 

 the United States has been developed in more or less local centres 

 where leaders have by personal contact established their individual 



