Fairbanks] GEOGRAPHY AND NATURE-STUDY 177 



interest in their environment we must go at it from their stand- 

 point. We may look at the child as a possible future scientist, 

 but that should not affect our present method of treating him. 



It is generally agreed that the materials of nature-study, ex- 

 cept perhaps in the upper grammar grades, should be drawn 

 from what is actually open to observation and experience on the 

 part of the child. These must not be trivial, but such as appeal to 

 his sense of worth and value. In choosing the material, it is well 

 to recognize the fact that there are certain aspects of life which 

 are particularly interesting to young children ; while on the other 

 hand there are many physical facts which are taken up to better 

 advantage in the upper grammar grades. There is, however, 

 a vast fund of materials, both of organic and inorganic nature, 

 suited to any grade. Much depends upon adapting the method 

 of treatment of these materials to the degree of development of 

 the child. 



There can be no one course of nature-study suited to all schools, 

 since we are to deal with materials at first hand, and these are 

 not the same in any two districts. Notwithstanding these differ- 

 ences there is a common ground upon which all teachers can 

 meet, and this is the attitude assumed toward nature. 



The child is naturally alive to what is taking place about him. 

 The work in nature-study directs these interests along rational 

 lines and toward some end. Interest should be consulted at 

 every step, but not blindly followed by the teacher. In many 

 cases interest must be aroused in children whose home influences 

 have been such as to dull their natural and spontaneous delight 

 in tilings about them. 



In each school there must be a definite system or plan based 

 upon the surroundings and upon the age and capacities of the 

 pupils. The special interests of the teacher must also not be 

 neglected. It is not important that every phase of nature in the 

 neighborhood be touched upon. It is important however that 

 every topic taken up have a vital living interest for the children 

 as well as for the teacher. It is only thus that good will come of 

 this work. 



Nature-Study and Science 



The courses of study consulted in the preparation of this paper 

 reveal the fact that much confusion exists as to the use of the 

 terms nature-study and science in the elementarv school. In some 



