200 THE NATURE-STUDY REVIEW [j-.s— nov., 1909 



kind, and a few experiments are indicated, and some sub-topics 

 are given. But this is altogether too meagre for teachers not 

 very familiar with the subject-matter to realize its possibilities 

 and applications. This sort of treatment of the syllabus would 

 make it longer, but results would more than warrant the extension. 



In the nature -syllabi of some other cities, and of many normal 

 schools, such explanatory and suggestive hints are included. 

 There are even typical lessons and outlines of subjects. We 

 believe that with such a syllabus the teaching of nature-study 

 would be greatly improved. 



Another suggestion is that the topics of the syllabus be arranged 

 more according to the seasons, perhaps by months. At present 

 we have the topics for the fall term and the spring term. But the 

 topics are not properly distributed according to the seasons, and 

 we often find teachers teaching about blue-birds and butterflies 

 in snow time, and other topics similarly out of place. Teachers 

 are prone to follow the syllabus closely and an approximate 

 arrangement of the topics according to the seasons would lead to 

 improvement. 



It would also be helpful to teachers if sources of materials, 

 helps, etc., were suggested in the syllabus — such as what to col- 

 lect, where to collect material, where biological supplies, etc., 

 may be purchased, where seeds and bulbs may be got, the assis- 

 tance rendered to schools by museums and other institutions. 

 Also a list of the commoner reference books for the various topics 

 would be very helpful. 



With these general considerations in mind, the committee to 

 consider the nature-study syllabus for suburban and semi-rural 

 sections of New York City, report as follows : 



1. The course of study in nature-study is adapted to the 

 environment of the schools in the sections specified, and seems 

 fairly well suited co accomplish its purpose. 



2. The syllabus in nature-study is fairly well adapted to the 

 environment of the schools. 



3. The syllabus should provide for greater latitude in the use 

 of substitutes, which should be indicated. 



4. The syllabus should be arranged more according to the 

 seasons, preferably by months. 



5. The topics of the fourth year particularly need revision. 

 The topics at present are difficult to teach and are more 01 less 



