84 THE NA TURE-STUD Y RE VIE W [a . 3 -march, 1906 



use of the industrial and natural environment of the school. The 

 chief aim seems to be to prepare the pupils for county examinations. 



(e). There is not enough attention given during the school life 

 of the child to the promotion of general human interests — interests 

 that affect fundamentally all classes of people. I mean the sort of 

 public spirit that develops human sympathy and a truer democracy ; 

 the kind of interest that has already expressed itself in such organiza- 

 tions as the National Irrigation Congress, American Civic Association, 

 and the like. This interest cannot be developed by mere talking. 

 For example, the value of irrigation and conservation of water can 

 not be appreciated by talking about it. But actual experience in the 

 practice of irrigation in which the principles are involved should go a 

 long way in making the child a citizen who, whatever his business or 

 profession may be, will have an intelligent interest in the subject. 



There is no more vital human interest than that centered around 

 the activities connected with plant propagation. If the child is to 

 become a business man he should have some appreciation of the 

 great work done by the farmer, and express it in a way that will make 

 the life of the farmer richer and fuller. But he can not be expected 

 to have this appreciation unless he has had some experience in com- 

 mon with the farmer. If the child is to be a farmer, he should be 

 able to appreciate those things that make for the greatest success in 

 his own work. To do this he must know the value of expert opinion ; 

 how to use the state and government publications ; he must take an 

 intelligent interest in the means of €xchange of ideas, such as farmer's 

 institutes and the like. He owes to the world the best that the earth 

 may bring forth. The world owes him sympathy, encouragement, 

 and protection. 



I have apparently strayed a long way from my subject but I think 

 that it will be seen that with these facts before us we are in a position 

 to uuderstand the need of some subject or some reorganization of the 

 school work that will strengthen the curriculum in these respects. 



I do not wish to claim too much for nature-study, but experience 

 has shown that nature-study of the right sort is able to do a great deal 

 toward this end : It has been able to vitalize the formal studies in 

 many ways by making them efficient tools for the child to accomplish 

 his purposes. It has been able to project experience-getting into the 

 school life of the child so as to give life and significance to much that 

 would be otherwise meaningless. It has been able to establish 

 wholesome interests outside of school hours to such an extent in some 



