bigblow] ESTABLISHED PRINCIPLES OF NATURE-STUDY 5 



sible from the somewhat formal laboratory method of the upper 

 school and more in direct touch with the great nature out-of-doors. 

 We want our pupils to get from nature-study something of that natu- 

 ralist's outlook which Gilbert White found in the fields of Selborne, 

 which Thoreau found at Walden Pond, and which John Burroughs 

 stills finds at Riverby. To this end we need to study the possible 

 differentiation between nature-study and science. If we can get 

 the mass of teachers to see the difference, there will be an end to 

 science reduced to words of one syllable, and teachers will not close 

 the first lesson in physical nature-study with these words quoted from 

 a book for grammar schools: "We have now learned that matter is 

 that which occupies space, that it is made up of atoms and molecules, 

 and that there are spaces between the molecules." The atomic 

 theory, laws of conservation of energy and indestructibility of mat- 

 ter, theories of ether motion. Newton's laws, the periodic law of the 

 elements, chemical equations, and on the biological side the great 

 central theory of organic evolution — these are examples of the great 

 ideas of modern science at which we aim directly in the higher 

 schools, but certainly they are not the proper educational food for 

 children of the elementary school. Real nature-study must be more 

 sharply differentiated from true science, and attempt to pave the way 

 rather than imitate and duplicate the science of the higher schools. 



The third principle on which I see general agreement is the state- 

 ment of aims and values of nature-study . As to values, we recognize 

 that they are in discipline and information; discipline in habits of 

 thoughtful observing, and information which has aesthetic, moral, 

 practical and intellectual influence in the every-dav life of the average 

 individual. To develop these values we are guiding our teaching 

 by certain definite aims; and interpreting in my own words the pre- 

 dominating tendency of the present time, I must say that we have 

 agreed that in essentials the great aims are as follows: (a) To give 

 general acquaintance with and interest in common objects and pro- 

 cesses in nature, (b) To give the first training in accurate observing 

 as means of gaining knowledge direct from nature, and also in the 

 simplest comparing, classifying and judging values of facts; in other 

 words, to give the first training in the simplest processes of the scien- 

 tific method, (c) To give pupils useful knowledge concerning 

 natural objects and processes as they directly affect human life and 

 interests. 



The fourth principle of nature- study: There is quite general agree- 



