and Laboratory Methods. 2353 



training in the subject and has many other classes for which she is better pre- 

 pared. Let one who understands plant ecology or physiology go into that school 

 and he would soon place the whole matter on a new basis. Teachers complain 

 that pupils do not observe and it is true that there is a deplorable lack of obser- 

 vational power. But they can be taught to do so, as the natural sciences are 

 especially adapted to train the senses. In fact, it is part of their province to 

 open the eyes. One of the great advantages in this study, especially in our state, 

 is that material is close at hand. The flowers, birds, minerals, etc., are where 

 all can study them. Probably some flowers teachers would like are not easily 

 obtainable, but our common weeds are everywhere and present an interesting 

 field for study. Then we have no lack of trees which can be studied both win- 

 ter and summer, while many birds and other animals are with us all the time. 

 With only a small expenditure of money, bottles and formalin can be provided 

 in which material collected in its season may be preserved for use in the winter. 

 There is abundant opportunity for ecological and physiological study in both 

 plant and animal world. Such study rightly conducted will not only arouse 

 interest, but will reveal the worth of these sciences. What is needed is fully 

 awakened, well equipped teachers who will take advantage of these things and 

 use them to instill a love of nature in the pupils. When this has been done the 

 interest of parents will naturally follow, for inevitably the children will carry 

 their enthusiasm into the homes. When the pupils and parents have been 

 reached, strong forces have been set in motion for overcoming the indifference 

 of those in authority. Once the value of this science teaching is understood by 

 the authorities, they will be willing to provide necessary equipment and the 

 needed teaching force. Mary A. Goddard. 



Michigan State Normal School. 



Status of Biology Teaching in Michigan High Schools. 



In order to form some basis for just criticism and wholesome advice regard- 

 ing the matter of the teaching of the Natural Sciences in our public high schools, 

 as well as to establish an exchange bureau for class and museum material, a 

 circular letter was sent to the 2"24 high school principals of Michigan. One hundred 

 and thirty-live of the blanks have been returned, of which eighty came promptly. The 

 schools replying are, for the most part, the largest and wealthiest of the state, so that 

 the following report, based upon data collected from these blanks, must be taken 

 as a somewhat flattering view of the situation. ^ That improvement has been rapid 

 in the last few years no one doubts, but it is still a very evident fact that the biolog- 

 ical sciences are far behind the standard set for the other sciences. It would be 

 out of place to attempt to state here the peculiar value of biology in the lives of 

 our boys and girls, but every teacher, of whatever subject, and every member 

 of a school board ought to make it his or her immediate duty to tabulate the 



1 The writer begs to state that the percentages given are only approximate owing to the 

 fluctuation and frequent ambiguity of the answers. 



