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Mleanlng of the Movf-^nt 37 



that we all luczn. The cnvl': the poet over 

 against the scientist. 



Good poetry is not mere vacant sentiment. 

 The poet has first known the fact. His poetry 

 Is misleading If his observations are wrong. 

 Whatever else we are, we must have the desire 

 to be definite and accurate. We begin on the 

 earth; later, w^e may drive our Pegasus to a star. 



Of course I would not teach nature-subjects 

 In order that the poetic point of view may be 

 enforced. I plead only that the poetic Inter- 

 pretation is allowable. It may be one result of 

 knowing nature for the sake of knowing it. 



How nature-study may he taught 



How shall nature-study be taught? By the 

 teacher and the object. The teacher will need 

 helps. There are books and leaflets that will 

 help him. These publications may be put in 

 the hands of pupils If It Is always made plain 

 that the recitation Is to be from objects and 

 situations that the pupil has seen, not from the 

 book. There can be no text-book of ^eal na- 

 ture-study, for when one studies a book he does 



