234 THE NATURE-STUDY REVIEW [ 2 : 7 -oct.', 1906 



of living beings, animals and plants. It is the latter meaning that is 

 held in mind in this paper, although the same general principles would 

 apply to the wider interpretation of the term. 



The difference between nature-study and elementary biology is not 

 clear to many people. Personally the author believes they should not 

 be differentiated but should become synonyms. Elementary biology 

 as now taught in our high schools differs from nature-study in that 

 nature-study is concerned most with the pupil, while elementary 

 biology seems most concerned with subject-matter, i. e., most con- 

 cerned that the subject be presented in as complete and systematic 

 a manner as possible, without properly considering the needs and 

 desires of the pupil. 



Most writers on nature-study emphasize the fact that it is less 

 systematic than elementary biology, that it deals with objects that 

 readily come to hand. It is true that it should deal with objects as 

 they come to hand, any striking or interesting bit of experience of the 

 pupils with natural objects, or any unusual or heretofore unnoticed 

 objects or facts should be fully utilized at once, but to realize results 

 of the most lasting value there must be a well developed plan in the 

 teacher's mind into which these apparently unconnected facts must be 

 worked to give a connected and comprehending view of nature to the 

 pupils. The teacher must build in her mind a cabinet and see that 

 the facts as they come in are placed in their position so that when the 

 cabinet is full the view of nature which she desires to present will have 

 something of completeness and unity. Without this, nature-study is 

 likely to degenerate into sentimental superficiality, destructive both to 

 interest and intelligence. 



In a graded school it is specially important that some well defined 

 syllabus be planned and used to avoid loss of interest through wearying 

 repetition. What criticism can be too severe for the school in which 

 a child of the sixth grade remarks with contempt as the tea-kettle is 

 brought in for the science lesson, "The same old tea-kettle that we 

 have had every term." 



Before proceeding to discuss methods in detail let us consider what 

 we wish to accomplish by lessons in nature-study. The writer's aim 

 has been to teach so that the pupil will have the desire and the ability 

 to learn more. School life at the most is only a few years and what 

 knowledge we can impart is in itself insignificant as to quantity, but 

 if we can make the quality such that it shall lead to continuous and 

 pleasurable additions throughout life we have enriched and ennobled 



