ON STTTDTES MOST SUITARLE FOR ELEMENTARY SCHOOLS. 505 



when contrasted with those in reference to nature study ; the scheme 

 of work outlined by the Board is similar in subject-matter and scope to 

 that suggested in the Reports of the Committee of Section B referred to 

 above. The large amount of e.xperience which has been gained during the 

 past fifteen years in the working of this scheme indicates that it would 

 be undesirable to effect many radical changes in it. The suliject-matter 

 included can be adequately taught during the last four years of the 

 school curriculum, assuming that the first year's work is undertaken by 

 pupils between the ages of eleven and twelve. 



Trainiiig of Teachers. 



It is of little avail to advocate the teaching of a method or subject 

 unless an adequate supply of teachers fully competent to handle the 

 subject can be trained. A training in the methods of experimental 

 physical science although not easy has already been undertaken with 

 some degree of success in many parts of the kingdom, but with a few 

 brilliant exceptions comparatively little has been achieved in the training 

 , of teachers competent to direct nature-study ; such training presupposes 

 a knowledge of experimental method and a taste for and considerable 

 knowlege of natural history. Under existing conditions it is easier to 

 train teachers of physical science than it is to secure teachers competent 

 to deal with the complex issues involved in the study of living objects. 



Until recently, the training in science that teachers have received 

 has done very little to equip them for their work in schools, and it is 

 cause for congratulation that improvement is taking place in the character 

 of the instruction given in the training colleges. It is not sufficient 

 that the teacher should leave the college with a schoolboy's knowledge of 

 science. However little he knows, he must have a teaching grasp of that 

 little and have fully realised the aims and ideals to be kept before him, 

 In.<3truction in the training colleges should keep the teaching idea con- 

 tinually in the minds of the students. The tendency to teach specific 

 subjects of science in the training college should be discouraged. This is 

 the function of the university or technical school ; the business of the 

 training college is primarily to show the future teacher the methods of 

 his work. It is essential that students entering the training college 

 should be fully familiar with the subject-matter of introductory courses 

 in physical science. This condition is fulfilled where a student has 

 attended a pupil teachers' centre or a secondary school. A large bulk of 

 first-i'ate teaching material is to be found, however, in the existing 

 teachers who have been engaged at their professional work for several years 

 but have had no opportunity of being trained in scientific method. 

 For these some provision must be made and there is ample experi- 

 ence to show that short practical courses under competent instructors 

 have excellent and lasting effects. To conduct such classes of teachers 

 it is necessary to secure instructors of special experience : they must 

 have supei'added to a good knowledge of science a very considerable 

 teaching experience and should be familiar with the conditions of 

 work in the schools concerned. For such classes sufficient apparatus 

 must be provided, if possible, to enable the teachers to work inde- 

 pendently ; the chief purpose would be to illustrate the methods of 

 instruction and to inculcate the proper attitude of mind in the teacher. 



The course would be best divided into two parts, each of not less than 



