54 THE NATURE-STUDY REVIEW [i, 2, march, 1905 



ciple which can be worked out in all localities, and that its aim 

 is the same everywhere; but that the materials of study will 

 change with the changing surroundings, and the method with the 

 degree of development of the child. 



Ill 



BY MAURICE A. BIGELOW 

 Teachers College, Columbia University 



[The following is one section of a paper on " Scope and Methods of 

 Scientific Nature-Study ' read at the meeting of the New York State 

 Science Teachers' Association, at Syracuse, December 28, 1904.] 



Dealing as nature-study does with the same materials and 

 processes with which natural science is concerned, some simi- 

 larity in educational values is to be expected. Looking first at 

 the educational aspects of natural science, we find that writers 

 who have discussed the subject have concluded that the educa- 

 tional value of science study lies (1) in its discipline, and (2) in 

 the information which has utilitarian, intellectual, aesthetic, and 

 moral bearings. Along the same lines we must look for the 

 educational value of nature-study. 



First, with regard to discipline, it has been urged by many 

 writers that natural science is valuable in general education above 

 all because of its disciplinary value. Karl Pearson, in the intro- 

 duction to his " Grammar of Science " has urged that " in the 

 first and foremost place " modern science finds its support in 

 " the efficient mental training it provides for the citizen " ; and 

 Professor Bessey, of the University of Nebraska, has said " that 

 culture is best which so prepares a man that whatever fact pre- 

 sents itself to him, he will be able to arrange it accurately with 

 reference to others." 



We may urge the same arguments in favor of discipline in 

 nature-study. Obviously this involves the question of method 

 of teaching nature-study ; but it may be taken for granted that 

 all real nature-study, like all modern natural science, is taught on 

 the basis of actual study of natural objects and processes. Na- 

 ture-study so taught ought to have some of the discipline which 

 natural-science study gives. It ought first of all to train the 

 pupils in careful, critical observing; and this ought to lead the 

 pupils to much independent observing. Moreover, such nature- 



