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



trayed " from the standpoint of the child." He does not tire of 

 insisting upon the distinction between elementary science and 

 nature-study, which, as he sees it, is a distinction between the 

 imparting of scientific knowledge, with the inculcating of habits 

 of scientific thinking, and the development of a love of nature. 

 1 Yrsonally we are inclined to the belief that scientific method, 

 both on the part of the teacher and eventually on the part of the 

 pupil as well, is inseparate from a satisfactory handling of nature- 

 study. ' What I have had in mind," to quote from the opening 

 chapter, " is not a matter of learning nature, but of loving her." 

 To this we are wont to answer: "Yes, but 'even so faith, if it 

 hath not works, is dead, being alone.' ' Later he adds: " It is 

 nothing less nor more than taking an intelligent interest in the 

 earth and its products." Ay, there is the saving word — intelli- 

 gent. What in the author is a fine sentiment may easily take the 

 form of the rankest sentimentality in a teacher whose loving does 

 not lead to a desire to know. 



In general, as Professor Gordy says in his introduction, the 

 pedagogy of the book is entirely sound. What at first appear as 

 extravagances are seen to be only the overflow of ardor, and 

 statements which seem extreme are later modified. That a dis- 

 tinction must be made between elementary science and nature- 

 study we must heartly agree, but mental activity should be de- 

 manded in one as in the other. With increasing maturity comes 

 a measure of ability to divorce the intellect from the emotions 

 without damage to either. 



Perhaps our greatest fault as teachers of children lies in our 

 failure to adopt the viewpoint of the pupil. The author makes 

 this very clear, and in urging a more sympathetic interest in the 

 out-door life of the child he has probably given us his most val- 

 uable contribution. " To overcome the onesidedness of a school 

 limited to mere instruction, nature-study has been introduced as 

 the most valuable field in which to let the child do the telling." 

 Quoting: from C. B. Scott : " More than is the case with other 

 studies, probably, science, or nature-study, deals with the indi- 

 vidual child, and aims to develop each child as an individual." 



We do not feel quite so comfortable when we read the follow- 

 ing : " There must be the stock before the graft; the seed before 

 the plant can develop. Therefore, talk about the attractions of 

 nature and of her beauties, especially of the beauties : * *. Ex- 



