144 THE NATURE-STUDY REVIEW [6:5-May, 1910 



is no longer commendable to scoff at errors that have been 

 made, mistaking weak practice for false pretensions. To con- 

 tribute only destructive criticism where constructive effort is 

 needed, is out of harmony with twentieth century ideals. Men 

 of science who have the interests of popular education at heart 

 are coming to the front in the new nature-study movement. 

 None can be of better service than they. 



However, the teaching of science and the science of teaching 

 must join hands in this matter. Teachers of science have too 

 long neglected to turn their own methods of research back upon 

 their own instructional problems. 



* * * 



Just now there is being felt everywhere the impetus of the 

 agricultural movement, affording a basis for nature-study in- 

 struction which, if not quite new, is at least thoroughly sound. 

 The same insistent, economical appeal to be found in agricul- 

 tural problems will win the support of many who have resisted 

 other claims of elementary science as a subject of instruction in 

 the common schools. 



There are some who would make sharp distinctions — for 

 elementary school purposes — between agriculture and nature- 

 study, maintaining that agriculture "as such" has no place be- 

 low the high school, or that at most it should not go below the 

 grammar grades. Such discussion is but wasted effort. As well 

 discuss whether culture, as such, has a place in the course of 

 study. Physics, as it has generally been organized for instruc- 

 tional uses, may be inappropriate for elementary schools, yet 

 the youngest children under instruction should have daily con- 

 tact with physical phenonena — they have it "anyway" — and 

 their interests in this direction demand recognition. So every- 

 where with hygiene, and so, in rural communities, with that 

 mode of life known as agriculture. Agricultural nature-study is 

 coming, and when it has arrived it will not pass away. 



The imperative step now, whatever aspect of nature-study 

 is being emphasized, is a thorough investiagtion of the entire 

 field, gathering data upon what has been achieved and then un- 

 dertaking experimental studies which shall throw light upon 

 principles, materials and methods. This will be pioneer work, 

 for but little genuine research has been made upon the problem 

 of adapting the fundamentals of the various sciences to the needs 



