44- THE NA TURE-STUD Y RE VIE W [, : 2 -February, ,906 



just as certain that the school-garden is furnishing to our children 

 more on the manual training side than they used to get from the wood 

 work. By this I do not mean that the school-garden is bound to fur- 

 nish a sufficient variety of manual training nor even that a sufficient 

 amount of experience with wood work and wood working tools would 

 naturally grow out of the garden work. As to the relative amount of 

 such work which will be done, much will depend upon the attendant 

 circumstances and much upon the instructor. Stakes for marking off 

 the beds, measuring rods, a box or closet for garden tools are some 

 of the things which we have needed. This year the class which had 

 garden work last spring and during the autumn is building a sail boat. 



We have seen how even in the artificial atmosphere of the school 

 the subjects of nature-study and manual training have come to need 

 each other. And especially as the demand to make the school work 

 less abstract, more practical, and more in touch with the life of the 

 child has been making itself manifest. 



■"Let us now consider the subject from the standpoint of the child 

 as we find him out of school. The boy on the faim wishes to use 

 nature for his own purposes. His knowledge of nature and love for 

 nature come incidentally in connection with this use. He helps to 

 tap the trees, gather the sap and boil it into syrup. He is given a 

 hen and chickens if he will make the coop and care for the chickens. 

 He cannot use nature without doing things. Such doing of things 

 we are coming to recognize as manual training of the best type. Out 

 of such doing of things there comes not only the knowledge of nature 

 and the love for nature, but several other things, viz.: a knowledge of 

 the power of nature ; a respect for nature ; a knowledge of his own 

 power over nature ; a respect for himself who can cope with nature, 

 moulding her to his own use ; respect for other workers, and all of 

 those wonderful character developments which grow out of the best 

 kind of manual training. 



Is it not evident that for the boy out of school nature-study and 

 manual training are but different phases of the same activity ? They 

 are indissolubly joined together. And has not this been true in the 

 development of the race? " And the Lord God took the man, and 

 put him in the garden of Eden to dress it and to keep it." 



It would be interesting to trace the evolution of man from the 

 standpoint of the present subject. It is perhaps impossible to get 

 more than glimpses of this development, but I feel quite sure that a 

 careful study would emphasize what a cursory survey seems to indi- 



