112 NATURE-STUDY REVIEW [12:3— Mch., 1916 



sented in the eighth grade but as a rule the grade time is needed 

 for a broad foundation. We must make citizens as well as work- 

 ers." "I should be very happy to know that the young women 

 going out as normal graduates have received the training which 

 enables them to identify weeds, birds, flowers, trees, etc. Until 

 this knowledge is general we can not hope for progress. 



Probably the vocational aspect will further the movement 

 greatly. I hope so. When we call it agriculture we seem to 

 be more definite in our aims." "No objections providing the 

 attitude and method of science can be maintained during the 

 process. Treated rightly the vocational motive ought to con- 

 stitute a tremendous leverage in holding the student to the 

 genuinely scientific attitude of mind. Curiosity has been over- 

 worked as a motive. I doubt that a high percentage of children 

 in the grades have a very keen and lasting curiosity in science as 

 such. The whole trend of elementary education in . . . is 

 to premature practical efficiency. This kills professional atti- 

 tude." "At least not until the seventh grade. Up to that 

 point lay a foundation. Otherwise I fear that the vocational 

 trend would overshadow scientific theories. It is not until the 

 seventh grade that the child asks 'why' and 'of what use or 

 value.' ' 'The very real danger, if carried too far, of doing just 

 what employers are apparently seeking, namely, to make class 

 distinction in education." 'This can be done only in the most 

 general way, but is the crying need of all education, voiced in 

 all of our public discussions, that school work should be linked 

 more closely with the daily life problems. Further, it should 

 train people, as a rule, for useful service where they are, rather 

 than for some accupation which would cause an exodus from 

 home or community. In cities where economic pressure 

 plays a greater part in the seventh and eighth grades, pushing 

 pupils into the industries, the problem assumes a more special 

 form and demands more special industrial education," "too 

 narrow; does not educate the child. We do not want a human 

 machine, but a person bigger than his particular calling. The 

 vocational trend should be inclusive but not exclusive." "While 

 I think such a subject as Nature-Study should have a voca- 

 tional trend some of the objections that might be raised are; 

 it tends to stratify society, it defeats the spirit of appreciation, 

 and it overpracticalizes education. 3. "Child has not enough 



