downing] NATURE-STUDY COURSE 195 



be stated, that we disregard many of the phenomena about us and 

 select for elementary instruction those tilings that have contributed 

 directly to the evolution of the world and its life, from the simple 

 beginning to present complex conditions. 



Some illustrations will render the meaning clearer. You are 

 out of doors with a group of children studying a near-by brook 

 or a water runnel after a shower. Now many things will be seen, 

 but the teacher should endeavor to have those phenomena 

 studied which will impress most forcibly the active part the brook 

 is playing in the change of the earth's surface, Pupils may 

 measure from year to year the erosion and sedimentation at some 

 particular points, estimate the seasonably variable amount of 

 material transported and so come to know the brook as a dynamic 

 agent. Later this knowledge will fall into its appropriate place 

 in the discussion of sedimentation, rock formation and earth 

 sculpture, when the child more matured shall be thinking out the 

 problem of the earth's development. 



The spring ponds are full of creatures that interest the children 

 and that hold them fascinated about their banks. Now the wise 

 teacher will make sure that they see, among other things, and see 

 repeatedlv.the development of the toad or frog from its egg, that 

 thev may be impressed with the wonderful story. A tiny speck 

 of living substance gradually transforms day by day, in the 

 home-made aquaria, growing, elongating, assuming head, body, 

 tail. At last it is a swimming creature. Then the tail resorbs 

 as the legs grow and the fish like animal transforms so as to live 

 on the land. Here is evolution. The child who has pondered 

 such things in the individual will not be staggered by the idea of 

 an evolution in the race. 



Finally we will select that subject-matter which will also best 

 enable us to add the moral inspiration voiced by the world's great 

 writers or portrayed by the artist. In bird study, for example, 

 one might profitably pass by many a gorgeous songster to have 

 the class study the wild duck in her haunts to the end that the 

 pupils may appreciate Bryant's "Ode to a Waterfowl," ending 

 "He who from zone to zone 



Guides through the boundless sky thy certain flight, 

 In the long way that I must tread alone 

 Will guide my steps aright." 

 That note of faith, stored in the child's retentive memory, may 

 serve as a fitting: climax to a term's study of the birds. 



