corson] ELEMEXTARY SCIEXCE IX XEIVARK 215 



natural objects. These correlations are not forced or artificial in 

 character, but are natural. They must not be permitted to rob 

 the subject of a place in the curriculum. 



The expert biologist, at the present time, is inclined to em- 

 phasize too much the utilitarian view of his subject, especially 

 in connection with elementary work. All phases of it must have 

 an economic coloring to meet his approbation. While this may 

 be right from one viewpoint, it cannot be entirely so from another. 

 To study a pine tree in order to recognize another of its kind is 

 justifiable in itself. The man who knows the pine tree will be 

 profited in discussing the uses to which its products are put. 

 The student will be profited, too, after he has become familiar 

 enough to be able to relate the information acquired to the tree 

 itself. For the elementary pupil, economic values cannot be the 

 only ones sought either in the biological or other divisions of 

 elementary science. Its chief purpose in these grades cannot be 

 to furnish knowledge and to exercise the intellect. Its appeal to 

 the emotional or feeling life, should not be ignored. 



The true aims in teaching elementary science as a subject in 

 grades below the high school are to create a love for nature and 

 to arouse interest in plants and animals and in the ordinary phe- 

 nomena in the world about the child. The ability to observe care- 

 fully and to perceive quickly is trained by the proper treatment 

 of the subject, and much information is obtained; these results, 

 however, are less valuable in themselves than are the attitude and 

 habit of mind which the observation and study of nature develop. 

 Kindness to animals, a delight in plants as living things, and a 

 love and enjoyment of the beautiful and the wonderful in nature's 

 adaptations and operations are more desirable ends to be sought. 



There are two aspects of biological science that must be con- 

 sidered in any plan for the elementary school. One is the approx- 

 imate description for identification of plants and animals, and 

 the other, the observation of the living animal and the growing 

 plant. The descriptions suggested should not be such as the 

 scientist or even the adult student would give. They should be 

 made without any thought of the analytical method used by biolo- 

 gists in high schools and colleges some ten or fifteen years ago. 

 They are merely a means to an end, the study of the life history 

 of the specimens being considered far more important. The 

 observational work should not, on the other hand, degenerate 



