2 THE NATURE-STUDY REVIEW [i, i, jan. 1905 



of advisers and collaborators should be representative of all the 

 sciences whose fields are involved in elementary education. More- 

 over, while nature-study is primarily an educational movement 

 for the lower schools, it also afifects the science , work of the 

 higher schools, and therefore should be considered from the 

 combined viewpoints of professional educators with practical ac- 

 quaintance with the problems of the elementary schools and of 

 university men who are primarily interested in nature-study as a 

 preliminary phase of science-teaching. For this reason represen- 

 tatives of both schools and colleges are interested in the develop- 

 ment of the new journal. Finally, the wide geographical distribu- 

 tion of the nearly seventy members of the editorial board insures 

 that the journal will be entirely independent of local interests and 

 free to become representative of nature-study in all parts of Amer- 

 ica, the center of the movement ; and it is hoped that those inter- 

 ested in nature-study in all the States and in Canada will have a 

 personal interest in the development of the journal as though it 

 were the official organ of an American association of nature-study 

 teachers. M. A. E. 



NATURE-STUDY AND ITS RELATION TO NATURAL 



SCIENCE 



A SYMPOSIUM BY H. W. FAIRBANKS, C. F. HODGE, T. H. MACBRIDE, 

 F. L. STEVENS, and M. A. BIGELOW 



[Editorial Note. — The extensive correspondence connected 

 with the founding of The Nature- Study Review showed that in 

 the minds of representative men of science and education there is 

 great variation in the interpretation of what nature-study is sup- 

 posed to be or should be. In fact, there were found eminent pro- 

 fessors who were so firmly convinced that nature-study is simply 

 a dangerous fad that they counseled against attempting to give 

 the subject recognition in a special journal. But all this diver- 

 gence of opinion should be not in the least discouraging, for the 

 various opinions are simply outgrowths of the diflferent local prac- 

 tices in the teaching of nature-study. Thus far nature-study in 

 the United States has been developed in more or less local centres 

 where leaders have by personal contact established their individual 



