ii4 Boston Society of Natural History 



conscience, leading the affections outwardly in goodwill toward 



man, and upward in gratitude and reverence to God." 



The crux of the educational problem, as Agassiz so clearly real- 

 ized, is the supply of thoroughly competent teachers for the schools. 

 The solution of this problem depends upon the discovery and train- 

 ing of the right sort of talent. The necessary supply of talent is 

 there but, as far as New England is concerned, this talent is to a 

 very large extent running to waste for lack of encouragement and 

 scientific training. We have to put a stop to this waste and, in so 

 doing, render a vital service to the cause of Education. The fact is 

 that Natural History is a Cinderella among the subjects in the 

 Educational syllabus instead of being, as it should be, an essential 

 part of the foundation of all Education. We have temporarily lost 

 the sense of proportionate value which was so clear to Agassiz, 

 Emerson, Eliot, and many other great Educators. 



In a summary of replies to a questionnaire sent by the Commit- 

 tee on School Museum Relations of the American Association of 

 Museums to a number of institutions (classified as museums of 

 art, 23; museums of science, 17 ; museums of history, 9; other or 

 general museums, 12. Total, 61), twelve museums report regular 

 arrangements for the help of teachers, but in only one or two in- 

 stances are the arrangements at all formalized. It is not stated how 

 many of these twelve museums belong to the Sciences and how 

 many are in the categories mentioned above. As far as NewEngland 

 is concerned we maystatewith confidence that our educational facil- 

 ities may be greatly increased by teaching public school teachers 

 how to use the Museum in their work. It would be as practical to 

 attempt to train a Medical student without a hospital as it is to 

 turn out a competent teacher of Natural History without know- 

 ledge of how to use a Museum. 



