SECTION IV., 1901. fish] Trans. R. S. C. 
XV.—The Value of Nature Study in Education. 
By James Friercuer, LL.D., F.LS. 
(Read May 23, 1901.) 
It is not my purpose on this occasion to present a plea that more 
attention should be devoted to natural history studies by those en- 
trusted with the education of the youth of Canada, for I am thankful 
to say that the educators of every Province of the Dominion have 
already shown that they appreciate keenly the value of these studies 
as an integral and effective part of a practical education. In Manitoba 
and the North-west Territories remarkable results are now very ap- 
parent in the improved condition of the whole country, as a direct 
outcome of the simple instructions on plant life, illustrated by common 
plants, which have been given in the rural schools for the last four or 
five years, in connection with the vigorous campaigns which are being 
annually waged against noxious weeds. 
My appeal to-day ,is rather to the educated classes of Canada, 
amongst whom it must be acknowledged there is an appalling and un- 
necessary ignorance concerning many useful branches of knowledge, 
some information upon which would make them far better citizens 
and more efficient competitors in whatever branch of work they may 
have adopted as a means of obtaining a livelihood ; for there is no 
profession, trade or occupation in which definite exact knowledge is 
not daily required with regard to subjects a consideration of which 
comes within the scope of some branch of natural science. It is to 
the Fellows of this Section of the Royal Society of Canada, as repre- 
sentatives of the educated classes of the Dominion, that I have pre- 
sumed to make my appeal to-day, not but that I know they themselves 
all appreciate to a large extent every point I can lay before them, but 
it is to draw more direct attention to what I consider a most important 
matter, with the object of arousing their sympathy with what is now 
a conspicuous and very popular movement in the educational world. 
There is no more remarkable development in the history of the science 
of education than that which has lately taken place with regard to 
Nature Study. The Fellows of this Section must every one of them 
have a large influence in their own immediate circle, and I shall have 
succeeded well to-day if I can by any feeble effort of mine induce 
them to think that it is a concern of theirs to second the efforts of the 
educators of the country by encouraging and speaking well of this 
