52 NATURE-STUDY REVIEW [12:2— Feb., 1916 



ever be at hand, but, in part at least, from a contemplation of 

 Nature herself. That this contact should be extensive as well as 

 intensive is, of course, desirable, in order that the fragments chosen 

 for the lessons of the child, or the bits he finds and brings to his 

 teacher, may be seen in good perspective. Facts are of importance 

 only as related to others, and relationships must be known. So 

 large is the field from which the experiences of the child call for 

 explanation, that a broad foundation in scientific lore must be had 

 to know the relative importance of divers facts, and how they are 

 related to a useful principle. The study of a pebble is important 

 in its relation to an understanding of how earth-making and earth- 

 changing processes are going on; the parts and function of the 

 elements of the flower are important as they illustrate a great 

 principle in Nature, and contribute to an understanding of sex-life 

 everywhere ; the life story of the butterfly is significant in relation 

 to similar phenomena in other forms, even to great changes in the 

 life of man. Over emphasis upon unimportant details, or failure 

 to relate them to a useful principle are two of the commonest ele- 

 ments in poor teaching. This power of discrimination can be 

 expected only as an outcrop from an underlying stratum of exten- 

 sive experience and training, and until such be supplied no large 

 results may be expected. And even if they be had, there is still 

 another avenue along which we may make progress, and that is, 

 I feel sure, to narrow the problems with which we deal to a few, well 

 worth while, and entirely within the comprehension of the child. 

 Too frequently are the problems suggested and outlined such as 

 only mature minds may comprehend. Knowledge of the mental 

 life of the child must determine the nature of the problems with 

 which he is seriously to deal. Limitation of problems to child 

 comprehension is certainly necessary, and that there is need for 

 such action is evident upon examination of Nature-Study courses 

 outlined in many catalogs and courses of study. All of which sug- 

 gests the need for better perspective and more efficient training. 

 Even with such specialized training, success is not assured. In 

 teaching, as in other professions, particular attributes are essen- 

 tial, and for the kind of teaching we are considering, that of 

 enthusiasm or sincere interest, is I think, most fundamental. 

 Interest, like some diseases, is contagious. A teacher, full and over- 

 flowing with enthusiasm in pursuit of Nature's secrets, will invar- 

 iably impart that enthusiasm to others. It tempers and determines 



