ullrich] COURSES IN NATURE-STUDY AYS 



that subject, an appreciation of its aims and purposes, the princi- 

 ples that underlie the organization, and the best methods of 

 presentation. The difficulties appear when the effort is made to 

 equip the prospective teachers with these essentials 



One of the most significant things in the organization of a course 

 with prospective teachers is the order in which these essentials are 

 presented. It is a foolhardy notion and an utter waste of time 

 to commence a course in Nature-Study with a discussion of the 

 aims of the subject. It is sad to relate, but nevertheless it is true, 

 that most students upon entrance to the work in Nature-Study in 

 the training schools have very vague conceptions as to the content 

 of the subject. Further, the lack of knowledge regarding the 

 most elementary of nature forms is surprising. Miss Carrol * in a 

 discussion of elementary science courses records the results of an 

 instructor in one of the Normal Schools, who, after making a care- 

 ful record of students entering his classes for a number of years, 

 reports that the average high school student coming into his classes 

 knows about eight birds, eight insects, and eight trees. How is 

 this knowledge of subject matter to be given to the teacher in 

 training? Shall the background be laid in courses in Biology and 

 the Physical Sciences? There are those who would make such 

 requirements. Undoubtedly, training in these basic sciences 

 would make for efficiency but with the present tendency towards 

 specialization in our training schools (lower grade course for 

 primary teachers, upper grade course for grammar grade teachers, 

 etc.) this is not generally practicable. Even in the schools where 

 the training in the basic sciences is feasible there is urgent reason 

 for instruction of students in the materials of nature in the Nature- 

 Study class. In Biology and the Physical Sciences the logical 

 organization in terms of the subject matter is a prime desideratum, 

 if not at the beginning of these courses then at the close, but this 

 is not true in Nature-Study. In this subject the child's immediate 

 interests as related to the life of the community are the funda- 

 mental consideration, and thus these interests furnish the true 

 basis for the organization. In other words, Nature-Study differs 

 from Biology and the Physical Sciences not so much in content as 

 in point of view. This point of view in Nature-Study can best 

 be given to the prospective teachers by the presentation of Nature- 



*Elementary Science Courses. Ora May Carrol, Nature-Study Review, 

 October, 1914. 



