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



The one-term course will aim especially to prepare teachers to 

 take up nature-study with their pupils, in connection with a 

 school-garden and to deal with the simpler aspects of general 

 nature-study. It is open to actual teachers ; except that those not 

 appointed to scholarships as above will be required to pay the 

 regular fee of $10. 



In some of the Provinces a special grant is paid by the Govern- 

 ment to schools which take up work of this kind, under instruc- 

 tors who are properly qualified. This bonus may be divided be- 

 tween the teachers and the school. In such case it is expected 

 that the successful completion of the above course will be accepted 

 as the teacher's qualification, and it is probable that similar regu- 

 lations will be adopted in all of the Provinces. 



A more advanced course of a similar nature and extending over 

 a full college year is given to teachers who wish to qualify as 

 specialists in this department. Only teachers holding permanent 

 professional certificates are eligible for entrance. The aim is to 

 provide instructors fitted to carry on the work of nature-study 

 and school-gardens in a group of rural schools, in a large consoli- 

 dated school, or in an agricultural high school. 



SOME RECENT CRITICISMS OF NATURE-STUDY 



From papers by Professor McMurry, of New York, and Professor Armstrong, 



of London 



In a paper on " Advisable Omissions from the Elementary Cur- 

 riculum, and the Basis for them " (Educational Review, 27 : 

 478-493. May, 1904) Professor F. M. McMurry of Teachers 

 College, Columbia University, points out that the present ele- 

 mentary-school curriculum is so seriously overcrowded that 

 omissions are demanded. An examination of the various school 

 subjects leads him to the conclusion that not one can be spared 

 from the curriculum ; and omissions, then, must be confined to 

 particular topics and details. 



Six standards for selecting have in the past guided choice of 

 subject-matter, namely: utility, the child's ability, the child's 

 interest, truth for truth's sake, harmonious development of all 

 faculties, and thoroughness. From a discussion of these Dr. Mc- 



