36 THE NA TURE-STUD Y REIVE IV [ 3 . 2 _ FEB ., lcp7 



who did not know, and could never be taught, the difference between 

 a mosquito and a crane fly, claimed that "mosquitoes were thicker 

 than ever." These, however, were few and could not get a hearing. 

 Then, too, the flighty teacher turned up — one of the typical sort who 

 believe in the "three Rs." The mere mention of "mosquitoes in the 

 building! ! " brought her down with a typical case of hysterico-men- 

 dacious malaria. When it was learned that there had not been a 

 malarial mosquito in the building and that none of the culex had been 

 allowed to escape, she was given no support and less sympathy. 



The best part of my story is to come and its conclusions must await 

 developments at least two years hence. I do not wish to be under- 

 stood as claiming that this work of the school started the great 

 movement which followed; for, I think, the city engineer had already 

 proposed a plan for properly draining the district. Many influences 

 were combining to force the issue — several of the public-spirited 

 physicians, the Board of Health, and my college biology class had 

 been working on the problem for two years. I still think that the 

 simple nature-study lessons above outlined did more than anything 

 else to arouse the people and to push the measure through the city 

 council. 



Through all the worst part of the district for about a mile, a strip of 

 land 1 10 feet wide was taken with the view of laying it out as a park- 

 way, which should wind gracefully through the valley. In this a 

 cement channel 30 feet wide is now being constructed to drain the 

 entire region and carry the brook through it. Dams are to be con- 

 structed so as to keep the channel full and at the same time allow it 

 to be washed clean during freshets, and the whole will be a most 

 valuable addition to the park waters of the city. 



The reason I have cited this as a type of "best" nature-study is, 

 again, its relation to the needs and life of the community and the 

 carrying of it through to a definite result which the neighborhood 

 could appreciate as worth the while. Bird lessons, school and home 

 gardening and all sorts of other nature work were being carried on 

 at the same time; and still I am inclined to think that the main reason 

 why for the past year we have not heard one word about nature-study 

 being a "fad," or a "waste of time" is to be found in these simple 

 mosquito lessons. And why should not the children of every com- 

 munity grapple with such problems ? Why should they not be 

 encouraged to utilize every possible condition which may instill the 

 sense of mutual cooperation and human brotherhood, and thus grow 

 strong in the principles of intelligent citizenship? 



