trafton] abstracts of DISCUSSIONS 187 



received for teaching nature-study, to ascertain what preparation 

 they need and to appreciate the teachers' standpoint. There are 

 many problems which can be solved only by the teacher in the 

 schoolroom; and a very important field for this society lies in 

 securing the cooperation of grade teachers through the local sec- 

 tions of the Society. 



.Several years ago a few data were secured from the teachers of 

 Passaic, representing 21 normal schools located in six States. 

 The following questions were sent to the teachers, with results as 

 appended after each question : 



1. What are the chief difficulties vou encounter in teaching 

 nature-study? Answers: Securing material, 37 per cent. ; lack 

 of knowledge of the subject-matter 30 per cent.; lack of time 18 

 per cent. 



Difficulty in securing material may have been due to two 

 causes*, unfavorable location, or ignorance on the part of the 

 teacher relative to the habitat of the material. As a matter of 

 fact the second was one of the chief reasons, suggesting the need 

 of field work in the teachers' preparation. 



2. What do you think should have been the nature of your 

 preparation in the normal school ? Answers : A line of work to 

 develop the teacher's power of observation, 47 per cent; field 

 lessons, n per cent. ; model lessons, 20 per cent. 



My experience with the teachers furnishes abundant evidence 

 that they feel the need of a keener power of observation so that 

 they may first traverse the path over which they wish to lead their 

 children. 



3. What do you feel to be your greatest present need? 

 Answers: Model lessons, 41 per cent.; more knowledge of sub- 

 ject-matter, 14 per cent.; assistance in securing material, j 1 per 

 cent. 



The first item referred to suggests one of the greatest needs of 

 teachers today, that is, training in method in the normal schools. 

 A teacher can not he expected to handle successfully so difficult a 

 subject as nature-study unless she has had very definite sugges- 

 tions relative to methods of teaching it, and actual practice in the 

 training school. Herein lies one of the chief opportunities for the 

 normal schools to prepare our teachers to render more efficient 

 service. The teacher who is truly interested in nature-study will 

 eventually evolve successful methods of her own initiative; but 



