284 THE NATURE-STUDY REVIEW [ 2 : 8-nov., 7906 



we find the occasional teacher in literature, drawing, music, or nature- 

 study who is able to do really good work, who interests, instructs, 

 and inspires her pupils. In some of these subjects fairly definite 

 courses have been evolved, and some knowledge of method obtains 

 with the majority of our present teachers. Unless, however, a teacher 

 enjoys the piece of literature which she teaches, little good can be 

 expected from her attempt to lead others to it. The same is true of 

 the teaching of nature-study. If it is to be vital, it must be that 

 phase of nature which has already touched the life of the teacher. 

 Such a teacher will give freer expression to herself and richer con- 

 tent to the subject. 



Fortunately it is neither possible nor necessary to teach all of nature 

 to any child. Indeed when we begin to outline the course grows and 

 grows until supervisor, teacher, and pupils are overwhelmed by the 

 profusion of material. On the other hand the genuine study of one 

 thing as it should be studied is worth more than the perfunctory study 

 of nature through the whole course. Better the inspiration given, 

 the interest awakened, and the method taught in one term by a true 

 lover of that which she teaches than years of the aimless stagnation 

 predetermined by some complete course in nature-study. 



Empirical study of the nature instruction which has come under 

 my observation leads to the same conclusion. That work which was 

 of unquestioned value, which invoked the keenest interest, which 

 resulted in sustained and spontaneous effort, and which taught them 

 how to study some definite problem, was invariably done by a teacher 

 who had been priviledged to select with the widest possible freedom 

 that particular field in which she and her class were to spend a term. 

 Sometimes she has chosen a line of work that she herself had pursued 

 under a competent instructor, but the very best of this work has 

 been guided by some teacher trained in biology who chose and worked 

 up a field from her own special interests. Examples of such courses 

 are among the most helpful contributions which can be made to 

 nature-study in its present evolving state. I hope to induce some of 

 my acquaintances to report upon their experiments. Perhaps other 

 readers of The Review may be able to do the same. Thus by sug- 

 gesting new lines of study, as Hodge has done so fruitfully in 

 "Nature-Study and Life," the possibilities'of selection will be widened 

 until more teachers will realize wherein they may give to others a 

 taste of that which Dame Nature has given to them. For indeed the 

 very best we have may be so common, so a part of ourselves that we 



