1908] Nature Study. 151 



understand their surroundinj^s ; for what things are so common 

 as air, water, heat and soil. The proper understanding of these 

 will enable the pupils to more easily comprehend the facts of 

 geography, physiology, and other subjects that are taught. 

 I realize that this would involye having in each school simple 

 apparatus to carry on the work. The cost would not be great 

 and the interest taken by the pupils and the value derived from 

 two such lessons each week would more than make up for it. 



Let me pass on to what we may call the general method of 

 treatment of nature study. It is so wide and is of such a nature, 

 it may be said that each teacher must be a law unto himself. 

 Certain it is, that the method to be employed must be almost as 

 informal as are tlie topics to be studied. It would prove fatal to 

 the subject to set down hard and fast rules for its treatment. 

 It may be truthfully said that the feeHng and disposition of the 

 teacher towards the work counts for more than any formal 

 method. What the teacher requires more than method is a love 

 for nature; this love, combined with a reasonable amount of 

 knowdedge and with a desire to get more, will doubtless bring 

 success. This does not mean that children are to be taught by 

 the teacher. The former are to find out facts for themselves 

 under the guidance and direction of the latter who must always 

 keep her knowledge in the background. It is a golden rule that 

 the child must not be told w^hat he can reasonably find out for 

 himself. 



We frequently hear it said that a child is a born naturalist. 

 This statement I consider extreme. It is quite true, I think, that 

 childhood is the age when most enthusiasm can be produced ; 

 when the mental activities are seeking to be satisfied. In later 

 Hfe we become set in our ways and notions, and it is more difficult 

 to produce an impression upon us. Our own experiences, how- 

 ever, will teach us that a child may live daily surrounded by 

 nature without learning to interpret what he sees. The direction 

 of a teacher is necessary. How many people there are who 

 are quite familiar wdth mosquitoes and with the "wrigglers" 

 of a water barrel, but who never for a moment connect the two 

 and who are surprised when they are told that both are stages 

 in the life history of this insect. We must take care then that 

 children do see; and by well directed and judicious questioning 

 w^e must assist them to interpret what would otherwise have no 

 meaning for them. Mere contact with nature or with natural 

 objects is insufficient. 



If nature study teaching consisted in setting before the 

 pupils a number of facts in nature to be memorized, or a number 



