PAPERS PiEAI) IN GENERAL SESSION OR FOR THE 



GENERAL PUBLIC. 



NATURE STUDY. 



CHARLES E. BARR. 

 (Adflress of retiring President of the Academy, delivered March 29, 1901.) 



As a science teacher I trust I may be pardoned for presenting as a 

 presidential address a subject so largely of pedagogic interest; yet 

 apology is scarcely needed, for the stimulation of right modes of think- 

 ing and the cultivation of all the powers of body, mind and soul, afford 

 an aim fundamental to all true progress in science as in life. 



It seems scarcely necessary, at this date, to urge the importance of 

 nature study, yet it may be well to recall your attention to some of the 

 reasons why we believe it of great importance in the correct develop- 

 ment of the powers of the child. 



The educational world is in a state of unrest. New ideas arise from 

 day to day, they float upon the surface for a time, and many sink into 

 the forgotten depths again. We are seeking new gods. The idols we 

 have worshipped have been found with feet of clay and we have been 

 erecting altars to the unknown god. 



That the "classical" education of the past few centuries possessed 

 elements of strength it is fruitless to deny. As scientittc men we must 

 accept the evidence^ ottered and abide by the plain inference. It ex- 

 panded the mind, trained it to effectiveness and established an ideal of 

 power and culture that we are all striving to realize. That it was the 

 best means of acc<)m]>lishing this result may be questioned. That the 

 longest way round will bring us home there is no doubt, but that it is 

 also the shortest is a statement that can only be discussed bv those 

 Avhose ordinarv senses are obscured bv the little blind god. 



That the well trained mind is the ultimate goal in education, is, I 

 think, an acce])ted premise. Our whole system has been based on this 

 idea and grand results have been achieved. IJut that there have been 

 errors in our ])rocesses he would be indeed bold who denied. ''Life is real, 

 life is earnest," and only as life's realities are kei)t before us can we 

 become truly fitted to cope with them. 



Our methods of training the young have been at fault in taking them 

 from the real to an ideal world. As memory serves, in my own first 

 schooling. I was introduced into a representative world where every idea 

 must be gained lln-ough the medium of something. absolutely foreign 



