NATURAL SCIENCE IN ELEMENTARY SCHOOLS. 669 



An orgarxization, known throughout New England as the 

 " Teachers' School of Science," had been carried on since 1871 by 

 the liberality of one person, Mr. John Cummings, a patron of the 

 Society of Natural History. The faith of Mr. Cummings in the 

 educational value of nature lessons was constant, as proved by 

 his generous contributions year after year. 



In the winter of 1878-79 the pecuniary resjDonsibility of the 

 "■ school " was assumed by two Boston ladies, Mrs. Pauline Agas- 

 siz Shaw, the daughter of Prof. Agassiz, and Mrs. Augustus 

 Hemenway. Five hundred teachers attended this course of les- 

 sons upon the scientific method of teaching applied to the study 

 of our common plants, animals, and minerals. Nearly a hundred 

 thousand specimens were carried into the public schools, and the 

 publication of the series of " Science Guides," to which we have 

 referred, was begun, to aid teachers in their work. A new impe- 

 tus was given to the movement, and an enthusiasm created which 

 promised much for the future. 



Eleven years have j^assed since nature lessons were embodied 

 in the prescribed elementary course of the Boston schools. What 

 is the position of these and other schools of our country on this 

 subject ? Do the leaders of the movement who are living to-day 

 feel a sense of disappointment that the results have not been 

 larger ? The growth, it is true, has been slow ; yet if those who 

 are oppressed by the truth of this statement would compare the 

 science work done in the schools to-day with that done ten or 

 twenty years ago, they would surely bend to their oars with new 

 courage. That work can be briefly described : the quantity was 

 extremely small, and the quality exceedingly poor. 



We are beginning to recognize the fact that science lessons 

 can not exert their legitimate influence so long as they are not 

 included in the prescribed curriculum of study, but depend for 

 their life upon the option of the teacher. I have endeavored to 

 obtain exact information on this subject. In New England there 

 are eighty-seven cities and towns whose schools are jDrovided with 

 a superintendent.* Of these, eight include lessons on plants, ani- 

 mals, or minerals in their prescribed courses of study, under the 

 head of " Observation and Elementary Science Lessons," or of 

 " Plants, Animals, Minerals." Fifteen include such lessons under 

 the head of " Oral Instruction." Eleven take up natural objects 

 in connection with language and geography lessons. Five are 

 revising their courses of study, three of which are including ob- 

 servation lessons. Four have not replied to my letter of inquirj^ 

 This leaves forty-four cities and towns whose elementary courses 

 do not include nature lessons. 



Personal interviews and correspondence with educators in 



* See "List of the School Superintendents," for June, 1S88. 



