fefk.ns] CAL'SES OF DEFECTIVE NATURE-STUDY 121 



stairways of onyx, seat themselves on chairs of gold and go to 

 work at diamond-studded desks in a perfectly serene, matter-of- 

 fact manner. The spontaneous joy of discovery evidenced by 

 the kindergarten child has given place to a tolerant acceptance of 

 "tilings as they are." This picture may be a trifle overdrawn, 

 but it is not a pessimistic view at all. The older child is quite as 

 lovable, though spoiled by our over-indulgence, and all of this 

 may perhaps be more truly called an effect of our work than a 

 cause of our failures. In this case the fault must be wholly ours. 



We can truly say that the real teachers have always led children 

 back to "Nature, the kind old nurse," though all programs did 

 not show a formal period set aside for nature lessons. A reading 

 lesson has been so skillfully taught that the child "flitted across 

 the lonelv beach" and realized in some measure the Providence 

 vast enough to encompass the universe and include "one little 

 sandpiper" and himself. Bryant's "Forest Hymn" has, with 

 wise interpretation, taught the mystery and magnitude of the 

 forest. Many and varied inspiration poems and stories have 

 been means of turning the child mind to the sources of such 

 inspiration. Picture-study deals largely with nature-study. 

 Drawing teachers call special attention, not only to drawing 

 from nature directly, but also to the conventionalized forms of 

 leaf, flower, and seed-pod used in designing. Physical culture 

 drills emphasize by imitation the graceful motions of trees, birds 

 and butterflies. Live teaching in geography creates an interest 

 in the study of atmospheric conditions, soil and rock formations, 

 fauna and flora. 



All this being true, why are we not accomplishing anything 

 near the desired result? The answer of the biologist will prob- 

 ably be, "Because you are working in the abstract, while all 

 about you lies a world full of concrete materials." Nature- 

 study implies the actual observation and study of common 

 natural objects. The three essentials, upon which all authorities 

 agree, are lacking: (i) direct observational study, (2) common 

 things of nature as subjects of study; (3) the standpoint of hu- 

 man interest in nature as it touches our lives directly. You are 

 confusing science lessons with nature lesson, and overlooking 

 entirely the great fundamental "education of unification," so 

 well understood and taught by Froebel. By a logical sequence 

 the child in the kindergarten is taught many and wonderful 



