1 78 THE NA TURE-STUD Y RE VIE W [4:6- sept., 1908 



Third, it should acquaint the teacher with the literature of the 

 subject. There is so much bad nature-study literature mixed up 

 with the good that the teacher is often unable to make any selec- 

 tion. Of the many texts on nature-study few are of value. The 

 others should be avoided except where they are used as bad ex- 

 amples. 



Fourth, it should give a few type outlines. Some object should 

 be studied as it is expected that it be studied in the grades. 

 Enough of this work needs to be done to make the teacher feel 

 somewhat at home in the subject. 



Fifth, it should stratify the work for the different grades. 

 There is no other need more urgent. The repeating of the same 

 lessons on the same animals or plants in each successive grade is 

 not conducive to the best results. There is enough material for 

 all grades and some to spare to the high school and college, but 

 it needs to be graded and arranged. 



Whenever the course becomes as definite as the courses offered 

 in other subjects, nature-study will cease to be twaddle and take 

 its rightful place in the curriculum. 



TRAINING OF TEACHERS OF NATURE -STUDY 



By MAURICE A. BIGELOW 

 Teachers College, Columbia University 



[A paper read at the conference of the A. N. S. S., Cleveland, Ohio, 

 June 3, 1908.] 



For a dozen years or more the leaders of nature-study in 

 America have been answering criticisms by the claim that with 

 properly prepared teachers nature-study will always be a decided 

 success. On the other hand, some of those who are engaged in 

 training teachers for school work defend their own failure in pre- 

 paring teachers on the ground that they are very uncertain as to 

 the kind of training needed for nature-study teaching, because 

 there has been so little agreement regarding what nature-study is 

 or should be. 



It is obvious that for the A. N. S. S. there is a three-fold work: 

 (1) in securing more general agreement and understanding of 

 nature-study ideals, principles, methods and materials; (2) in 

 determining how teachers of nature-study should be prepared; 

 and (3) in working for increased attention to nature-study by 

 those who are in charge of training schools for teachers. 



