1 4 THE NA TURE-STUD Y RE VIE W [2 . ,-january, 1906 



If you doubt the truth of what has been said, it is suggested that 

 you quietly slip into several rooms where nature-study is being taught 

 and measure the worth of the work. As you observe, ask yourself 

 such questions as; What is the center of the recitation ? Have teacher 

 and pupils clearly defined their problems before making an attack? 

 What is the aim that defines and unifies the work? What big things 

 will stand out in the minds of the pupils when they have gone over 

 this work ? To some this test may seem to be a little formal to apply 

 to the nature-study of the lower grades, but to the writer the work 

 must bear this test if it is to be considered worth while. 



Unless the teacher has pretty clearly defined in her own mind the 

 port toward which she is sailing, her educational bark may tend to 

 drift with the wind, to be carried hither and thither by counter cur- 

 rents and to find in the end that it has gotten into a belt of calms 

 where starvation is inevitable. A clearly defined end in the recitation, 

 vital in its relation to the child, is as essential to the teacher and her 

 little crew in their voyages, as is the compass to the mariner who sails 

 upon the broad ocean. To be more concrete, you doubtless may 

 have seen what may be styled "an aimless" recitation in which the 

 thought of teacher and pupils scattered over many little unrelated 

 things, without accomplishing anything in particular of worth. The 

 facts discussed had no binding thought to unite them and make them 

 dynamic. 



What can be done ? Above all things consider the nature of the 

 child who is to receive this instruction. Then consider the nature of 

 the teachers who are to instruct the children. Finally consider the 

 character of the subject-matter and the means by which the same is 

 to be brought into living relation to the child. 



Let us consider the third point mentioned for it is here that the 

 teacher needs much help. We may think of it as falling under four 

 heads, viz: 



(1) The extent of the field of nature-study. (2) General princi- 

 ples that should guide in the selection of materials. (3) The course 

 of study somewhat in detail. (4) The treatment of subject-matter. 



Of these topics the second is most fundamental, in that our action 

 concerning the others will be determined, in a large measure, by the 

 way in which we answer this. When we have determined the princi- 

 ples upon which nature-study rests, we have a basis upon which to 

 determine the extent of the field and what to put into our course of 

 study, and what should be our method in dealing with individual 

 topics. 



