28 THE NATURE-STUDY REVIEW [frl-Jan., 1910 



than in the other subjects taught. We must employ just as 

 good methods to arouse and hold his attention and interest as 

 is done for other subjects. Second, the question may be 

 viewed from the standpoint of the subject. What are its pos- 

 sibilities, and which of these are really worth while to the 

 child? The third viewpoint is from the schoolroom. The 

 actual conditions found here often compel us to modify very 

 materially the ideal results which we might wish to accomplish. 



Our problem then, may be restated as follows: What are 

 the possibilities of nature-study which are most worth while to 

 the child; and how much of these may we hope to accomplish 

 under the present schoolroom conditions as they actually exist? 

 To state the matter briefly, the thought underlying a course in 

 nature-study should be to try to teach the child to see, to enjoy 

 and to serve. Nature-study may also help develop reasoning 

 power, but this does not appear to me to be its chief function. 



Great care should be exercised in the choice of material. 

 It is not enough merely to use anything which will develop 

 power of observation. There is a large field from which to 

 select and those things should be chosen, the observation of 

 which is really worth while. This is specially important if that 

 school of psychologists is correct which maintains that when the 

 child is observing trees, he is simply increasing his power to 

 see trees, and not his power to see other objejcts. In the low- 

 er grades there should be combined with the observations a 

 large amount of hand work, such as drawing, coloring and 

 cutting. 



That the adult and child need some source of enjoyment 

 in life is so evident as to need no discussion. Enjoyment is the 

 lubricant for the wheels of life. And yet how little attention is 

 given in our schools to the matter of how the leisure hours 

 should be spent! How many of our boys and girls are lead 

 into vice thru seeking pleasure in wrong channels! 



That a proper system of education should teach the child 

 to be of service to his fellows is also so evident as to require 

 but the stating. 



From the standpoint of the subject, are these attainments 

 possibilities of nature-study? That it is especially adapted for 

 developing powers of observation is well understood; no other 

 subject in the curriculum seems adapted to serve this particular 



