148 Second Conference 



ciated, on the one hand, with clear and simple ex- 

 pression in the mother-tongue, and, on the other 

 hand, with faithful and accurate representation in 

 drawing. For I am convinced that Nature-study 

 must be so prosecuted as not only to be a stepping- 

 stone to science, but also as a means to literary and 

 artistic culture. Rob literature and art of all that is 

 the outcome of Nature-study, and how incalculably 

 the poorer they must appear. 



At the stage to which we have so far reached, the 

 essential thing is the adequate training of the teacher. 

 This has already been alluded to by several speakers 

 at this Conference, and will receive further considera- 

 tion at the hands of Professor Miall and others. 

 Provision is now made in the syllabus of training 

 colleges for some preparation in the subject. But at 

 present there are very few teachers of eminence 

 Professor Miall and Professor James Arthur Thomson 

 among them who have given the matter the patient 

 thought it requires, or endeavoured to work out prac- 

 tical courses of instruction. What we may call the 

 stereotyped courses of academic instruction in zoology 

 and botany do not meet the requirements of the case. 

 I will not, however, further trench on ground which 

 will be occupied by others. I will only say that the 

 training of teachers in the future must be adapted to 

 the new requirements. But in the meanwhile there is 

 a large body of teachers, already in the practice of 

 their profession, whose period of formal training is 

 past and over, who nevertheless feel that they have 

 opportunities of observation in rural districts of which 

 they are unable to take full advantage, not through 

 lack of inclination, nor through lack of interest, but 



