Fairbanks] VALUES AND AIMS OF NATURE-STUDY S3 



We can all agree that nature-study should deal with nature at 

 first hand, should deal with the actual phenomena open to the 

 child's observation. This much accepted, we have the founda- 

 tion for another step involving the content of the subject. In 

 no two localities are the home surroundings and the opportunities 

 for first-hand contact with nature the same. One school is in a 

 valley in an agricultural district ; another is in the mountains 

 where the leading industries are connected with mining. One 

 school may be near the ocean with all its wealth of marine life, 

 while another may be far from any large body of water. Spring 

 plants may be growing up in one place while in another the 

 ground is still covered with snow. Hence what is at hand for 

 the children of one place can not always be personally investigated 

 by those of another. It is unreasonable then to attempt to for 

 initiate any uniform course of study for all parts of the country. 



In nature-study it matters little the number of facts acquired so 

 long as the pupil is taught to see, think, and form conclusions of 

 his own ; to feel at home in the world and that he is a part of it. 

 The inspiration of the teacher counts for much, and it is far better 

 to cover only a part of the phenomena open to study, taking up 

 those that he is particularly interested in, than to run over the 

 whole field in a formal and lifeless manner. 



Nature-study should not be an introduction to any particular 

 occupation, such as agriculture or the workshop, nor should it be 

 given for the purpose of an introduction to the science studies 

 of later years. That it really does aid in agriculture, and in the 

 shop, and that it does form a basis for science is nevertheless true. 

 Nature-study has its own direct ends to accomplish — ends which 

 are not trifling and insignificant, but of the highest value. 



The aim of nature-study should be the putting of the child 

 into harmony with his environment, into sympathetic and intelli- 

 gent relationship with the factors of his surroundings, both or- 

 ganic and inorganic. He does not go at this study as does the 

 scientist, nor for the same purpose. Interest in, and a simple 

 understanding of the common facts of the world about him do 

 not mean that the pupil has consciously grouped these facts for 

 the purpose of arriving at law as does the scientist, but that he 

 has a conception of their obvious relations sufficient for his com- 

 mon needs and to make him a happier dweller among them. 



We conclude then that nature-study has within itself a prin- 



