Introduction 3
Retarding factors in improvement 4
Qualifications in subject matter 5
Scope of Biology 6
Values and relations of Biology 7
Adaptation of course to community conditions 10
Freedom from textbook slavery 11
Materials and laboratory equipment 12
Historical setting 13
Spirit of research 14
Qualifications in method 16
Factors determining correct method 16
History of scientific method 17
Problem method 17
Accuracy and logical constructive thinking 18
Teacher's final method necessarily unique 19
Summary of necessary qualifications 19
Opportunity for adequate preparation 20
Lack of professional course 20
Requirements of Teachers Recommendation in Zoology 21
Courses not adapted for teacher-preparation 22
Professional course the goal 23
Suggested modifications of present courses 24
Course in special methods 25
Practice teaching 27
Bibliography 29
The use of the term _preparation_ herein is intended to indicate
partially the limitation of the problem attempted. The following
discussion will be concerned only with such attributes of the
successful teacher as are the direct result, or at least greatly
enhanced by thorough preparation. A sufficiently comprehensive and
difficult problem remains after still further restriction of the field
so as to include only subject matter and the method of biological
science.
It is scarcely necessary to make the statement that the standards of
preparation and the facilities for meeting these standards have been
enormously improved within the past few years. Evidence of this is
found in the changes recently made in the curricula of and the
requirements for graduation from the California State Teachers
Colleges. Neither is it necessary to say that improvement must
continue. Such problems are evolutionary. Notwithstanding that
requirements for teachers certificates have been raised the country
over, the universities are not generally making very rapid strides in
affording opportunities for better preparation in subject-matter and
special methods. In corroboration, witness the recent criticisms of
the departmental courses in special methods now given in universities
generally (Swift, 1918; Taylor, 1918). The length of time or the
number of units of work required for certification may be increased
but that does not insure a finer _quality_ of preparation.
In attempting to explain the slow pace of improvement in the quality
of preparation for the teaching of science, one becomes involved in a
cycle. Science had its development in the college and university
whence it diffused slowly into the secondary schools, and finally
slightly into the elementary grades. The differences between the aims
of college science and secondary school science were and still are not
taken sufficiently into account. As an inevitable result there are to
be found in the curricula of high schools too many science courses
that are mere dilutions of the college type, with no modification of
purpose, and just enough change in method and subject matter to bring
them partially within the power of understanding of the less mature
mind. This situation in turn reflected upon the higher institutions of
learning in such a way that it seemed that they were giving adequate
training of the correct type. And such would have been the case had
the college course in the particular science been planned for the
express purpose of being diluted to suit secondary school needs. But
it will be generally conceded that such courses never have existed.
Another retarding factor in the evolution of the problem has been the
subordination of special training in subject matter to other really
less important qualifications, in the selection of teachers. The table
given below, compiled from statistics gathered in one of the States
during 1916, shows sufficient justification for the above statement.
And not only has the preparation in subject matter been too little
considered in choosing teachers, but also in the administration of
schools specially intended for teacher-training. An educator of high
standing in California is credited with making the criticism of the
Normal Schools of the State; that they attempt to teach a person how
to teach intelligently something about which he knows nothing. When
teachers have adequate preparation in subject matter as well as in
methods, and when they are employed to teach only those subjects for
which they are fitted, then the problem of maintaining a high standard
of teaching will be well nigh solved.
Subject | Prepared & | Not prepared | Prepared and | Total
| teaching | & teaching | not teaching |
-----------+------------+--------------+--------------+-------
Physiology | 19 | 8 | 57 | 84
-----------+------------+--------------+--------------+-------
Botany | 71 | 39 | 74 | 184
-----------+------------+--------------+--------------+-------
Zoology | 9 | 20 | 5 | 34
-----------+------------+--------------+--------------+-------
Agriculture| 63 | 14 | 84 | 161
-----------+------------+--------------+--------------+-------