146 The Ottawa Naturalist. [Nov. 



There seems to be some . difference of opinion as to what 

 nature study is. With some it is a method of teaching — the 

 natural method. With this opinion I must disagree. I do 

 admit there is such a thing as natural or common sense method 

 in teaching, e.g., if we wish to teach carpeting in arithmetic, the 

 natural method is to have the pupils go through the actual 

 operation of carpeting. There is no question as to the value of 

 this method, but it is not nature study. How can it be, shut 

 off as we are from the very face of nature ? With others nature 

 study is confounded with elementary science. 'Tis true that in 

 actual practice it is sometimes difficult to distinguish the two. 

 At least, as teachers, we are so anxious to im-part knowledge that 

 I'm afraid we do not always avoid the domain of science. Nature 

 study, however, is not science; it is the study of the objects and 

 conditions everywhere environing us, that we may the better 

 see and comprehend the common things of life; above all, that 

 we may acquire a sympath}^ with, and a love for nature. Inmv 

 opinion, it matters little what name we give it, whether nature 

 study or elementary science, or whether we give it a name at all, 

 so long as we endeavor to acquire this sympathy with nature ; 

 and, as Bailey says, "To see what we look at and to draw proper 

 conclusions from what we see." 



As to its educational values, I need offer no special plea. 

 On this topic you have alreadv listened to much discussion. It 

 rests upon the same psychological basis as domestic science and 

 manual training, and is advocated by most of the distinguished 

 educators of the present day. We are all well aware of the 

 "knowledge never learned of schools," which a child acquires 

 during his early years; the idea is to continue, as far as possible, 

 the same natural means of educating. It is claimed our school 

 work has been too bookish; we talk about sense perceptions, 

 sense training, objective teaching, and concrete notions; and 

 yet, we cling to our books as closely as ever. If there is anything 

 in the educational principles, from percept to concept, from 

 particular to general, surely it is in nature study, with its objective 

 realities, that tliev receive their truest and widest application. 

 The subject, therefore, rests upon rational and sound pedagogical 

 principles. Moreover, few other subjects on our curriculum give 

 anvthing like the same training in observation, nor does it stop 

 here ; the child must interpret what he sees, thus his reasoning 

 and judgment are exercised and trained ; his mental activities 

 are made the most of and are directed along useful lines. The 

 child is interested in the common things about him ; if we are to 

 succeed as teachers we must take advantage of this interest and 



