, , ., , TER] NA TURE-STUD Y A. YD SC/EXCE TEA CHING 1 5 



A series of independent, non-related lessons bearing upon 

 natural objects or phenomena is neither science nor nature- 

 study. For real science work there is no place in the lower 

 grades of the secondary schools, a statement which should go 

 without argument. Any attempt to relate the methods of 

 nature-study and science is to the detriment of both. 



Nature-study should not attempt to present the material with 

 which it deals in scientifically organized form. By this is meant, 

 if we instance the case of plants, that the material selected for the 

 work need not be such as to cover even the chapter headings of 

 a modern text-book in botany. Nor should the tests of efficient 

 work in nature-study be the same as those which might be 

 properlv used in science. The fact in nature-study, or, if you 

 please, the observation should always be subordinate to the 

 power which it was employed to develop. 



Nevertheless there is a very real and a very natural relation 

 existing between nature-study and work in science. The 

 foundations for work in natural science are: the trained eye 

 which sees clearly, swiftly and with certitude, and the eager 

 mind keenlv alive to all of the manifestations of nature. Upon 

 such foundations real science work is possible, without them it is 

 too often the barren-wa^te, so sadly evidenced by many of our 

 doctors of philosophy, who after writing their theses for the 

 doctorate have been absolutely non-productive. From the 

 alert and eager senses comes knowledge so complete and of such 

 clarity that accurate and comprehensive generalizations in- 

 evitable follow. From the attitude of interest springs the 

 permanent enthusiasm which makes research work possible, for 

 onlv from a fine enthusiasm can be born the ability to toil 

 terribly and patiently until the goal is reached. Nature-study 

 properly administered develops the intellectual muscles used in 

 science work and trains them to a swift yet certain functioning. 



Incidentally, the facts of nature-study are the facts of science. 

 We appreciate a law as we are able to refer to it the facts within 

 our knowledge. The greater the number of facts we can so refer, 

 the more comprehensive and significant does the law appear. 

 The work in nature-study serves to furnish a large series of such 

 facts which, in due time tcke their proper place in the syntheses 

 of science vitalizing the work of both the lecture room and 

 laboratory. 



