,-k, , NB ] TR I r E NA TL 'RE- STUDY 179 



must make herself supplement the school and course of study and 

 make them lit the individual child. 



My purpose is to emphasize in this paper the fundamentals of 

 what I am pleased to term "true nature-study." And I am now- 

 brought to state its fundamental ined. That need is competent 

 teachers. Because of no other reason has nature-studv been so 

 handicapped as because of the lack of teachers to carry it on under- 

 standingly. I fear, that this need will not be speedily supplied; for 

 true nature-study teachers are rare, and a very little leaven must 

 leaven a very large lump. 



III. The Fundamental Aim 



Like that of all other subjects in the course of study, the ultimate 

 aim of nature-study must be the development of right character; but 

 it is not sufficient so to state its aim. Character, like "Heaven, 

 is not reached at a single bound; But we build the ladder on which 

 we rise. * * And we mount to its summit round by round." 



The accomplishment of the fundamental aim of nature-study furnishes 

 one of the rounds in the educational ladder to character. 



The aim of nature-study is sometimes stated to be the acquisition 

 of information, of a large body of facts; this, unless related to a higher 

 nature-study aim, is exceedingly narrow, but related to such an aim 

 is of the greatest importance. Knowledge aids understanding, and 

 understanding, sympathy. 



Another insufficient aim is frequently stated, the development of 

 the observational powers — the alert use of the senses. As a direct 

 aim I consider this a failure. Some other motive must be given 

 children. The developing of our bodies isneverso powerful a motive 

 for exercise as is something which we wish to do. The bird-dog's 

 keen sense of smell did not come from trying to develop his nose, 

 but from seeking the hiding partridge.^ 



Another proposed aim is preparation for practical life. This aim 

 finds great favor with many, and was never better expressed than by 

 the farmer quoted by Bailey who said he wanted his boy to learn 

 "more potato-bug and less pussy-willow.'" I shall have more to say 

 regarding this in another place, but wish to state here that it seems 

 to me to be widely separated from the fundamental aim of true nature- 

 study. 



Often other incomplete aims are stated; such as, to develop the 



