HOLTz] STANDARDIZING NATURE-STUDY 53 



Naturally the principles and method will be largely determined 

 by the aim. 



Finally the choice of subject matter will be largely, though not 

 entirely, governed by both the aim and the method. Of course 

 the subject matter has also a reflexive effect in determining the 

 method of teaching. 



Aim, method, and sub^ject matter in a study being thus scientifi- 

 cally determined, we can say that standards of teaching the 

 subject have been evolved. The treatment of the subject is then 

 largely beyond dispute and there should be general uniformity 

 and presumably greater efficiency in the teaching of the study. 



Now shall we thus standardize nature-study? 



What could be the advantage? In the first place we should 

 have a definite statement of what we are teaching nature-study 

 for: Whether for general academic knowledge, for practical 

 knowledge, for esthetic-literary purposes, or for all. If for all 

 these purposes, what the relative importance of these aims is. 



We are already getting together on these questions. The 

 tendency is toward a practical nature-study, but there are many 

 strong advocates toward including and even making predominant 

 the other values. As to methods, there is a fair agreement that 

 the direct or observational method should be the chief way of 

 presenting nature facts. But here again there are differences of 

 opinion, — ^varying from advocacy of formal science to informal 

 conversation; also there are those who would use an artistic or 

 literarv^ medium of presentation, especially in primary grades. 



The greatest variation as to nature-study is to be found in its 

 subject matter. This varies immensely depending on the age 

 of the pupil, upon the natural environment and the economic 

 interests of the community. You can not have the same course 

 for New York city as for a country village. 



And yet we can discern some tendency toward the inclusion 

 in the course of some facts in all courses. For example, we find 

 in all courses the care of domestic animals, care of house and 

 garden plants, the life cycle of a plant, life cycle of an animal, 

 adaptive devices in nature, economic aspects of nature, nature- 

 study applications in hygiene, etc. No doubt, as time goes on we 

 shall find a greater agreement. 



Are we ready to standardize nature-study? Shall we appoint 

 an educational committee that shall be authorized, — ^like the 



