34 THE NA TURE-STUD Y RE VIE W u . 2 -fkb., 1908 



be clear as to the characteristics of the two phases of study of 

 natural objects and processes which we now commonly call 

 nature-study in elementary schools and natural science in higher 

 schools. 



In the first place we must clearly recognize that nature-study 

 and science teaching can not be two fundamentally different 

 things. Each deals with natural objects and processes and the 

 approved method of teaching has its basis in direct observation. 

 Obviously there can be but two possible differences between 

 nature-study and natural science teaching, namely: (1) point of 

 view and (2) elementary versus advanced study. Are these ap- 

 parently slight differences of great significance in scientific edu- 

 cation? We can best answer this question by contrasting in 

 careful analysis nature-study and science teaching. 



Viewing critically the best existing theory and practice of 

 nature-study in elementary schools, it seems clear that the fol- 

 lowing are essentials 1 in nature study: (1) direct observation as 

 a basis of study, (2) study of common things of nature, and (3) 

 from the standpoint of our human interests in nature as it touches 

 our daily life directly. Putting these three together, I am glad to 

 define nature-study as primarily the simple observational study 

 of common, natural objects and processes for the sake of personal 

 acquaintance with the things which appeal to human interests 

 directly. 



As we pass to the science side of the problem, let us keep in 

 mind for comparison the three striking characteristics of nature- 

 study: (1) observation, the fundamental method; (2) common 

 things in nature, the important materials; (3) human interests 

 in every-day life, the point of view. 



Before contrasting nature-study with science, let me make the 

 prefatory note that until the last paragraphs of this paper I 

 shall speak of natural science from the standpoint of the investi- 

 gator, the scientist, the man whose primary interest in study of 

 nature lies in the attempt to increase little by little the already 

 vast organization of knowledge concerning nature. For my 

 present purposes I shall define and discuss science from this 

 point of view of the strict scientist; and this is legitimate be- 

 cause it is the dominating point of view in our colleges and de- 

 cidedly influences the science teaching of most high schools. At 

 'See this journal, Vol. 3, No. 1, Jan. 1907. 



