184 THE NATURE-STUDY REVIEW [ 2 : S -.may, ,., ■■ 



The same thing may be said of both elementary horticulture and ele- 

 mentary forestry, each an important subject, but each having a differ- 

 ent aim than that of nature-study. 



Practically the same is also true of the school-garden, which is 

 assuming much prominence as an educational factor, but which might 

 just as properly be carried on under the head of manual training as 

 of nature-study. Much nature-study might be done in connection 

 with the school-garden, but much too little is done to entitle school- 

 gardening to the name of nature-study. The nature-study ship must 

 get free of some of its barnacles if it is to sail swiftly along toward 

 the port of character. 



The last subject I shall mention is elementary science and regard- 

 ing it I wish to speak in no uncertain tone; for true nature study has 

 suffered so much from no other one thing as from the scientific octo- __. 

 pus, which has reached its — ology tentacles down into the common 

 schools and crushed out of many a one of them the nature life that 

 was promising so fair. To attempt to teach in the schools of the 

 children the elements of university science and by the university 

 scientific method, and do it under the name of nature-study, is as 

 great a farce as was ever enacted upon the stage of education. 



Science is cold, hard, exacting; nature is warm, responsive, inspir- 

 ing; science is prose; nature is poetry. Science makes a scientist; 

 nature-study makes a naturalist or a poet. Science finds in nature 

 unyielding matter and fixed law; nature-study finds " tongues in trees; 

 books in the running brooks; sermons in stones; and good in every- 

 thing." 



In justice to science and the scientists I wish to say that I do not 

 underestimate their value and am not unmindful of the debt the 

 world is owing them; neither am I unaware of the fact that the 

 scientist is many times a lover of nature as well. But I am now pro- 

 testing against that effort made in response to an awakened interest 

 in nature in our public schools to lay the foundations of science there 

 under the name and at the expense of nature study. True nature- 

 study must ever say to science. " Thy ways are not my ways, nor 

 thy thoughts my thoughts." Science is for the few, nature-study for 

 all. They have but little in common. They should not conflict, but 

 let them not be confused. 



in conclusion I would say to all, " Go forth, under the open sky, 

 and list to Nature's teachings." 



