172 The Nature-Study Idea 



But they may bring things of which the 

 teacher knows nothing. So much the better! 

 These are sometimes best for nature-study. 

 They leave the largest interrogation point. 

 From any subject the teacher can develop a fact. 

 If he does not know the interpretation, say so: 

 the pupils will be the more interested (p. 44). 

 The teacher will not lose standing by the con- 

 fession, if he is honest. Persons lose standing 

 by pretending to know what they do not know 

 and by being caught at it. The child is relieved 

 to know that there is something yet to be dis- 

 covered. 



In general, choose the subjects you are best 

 prepared to teach and that best express or touch 

 the conditions in which your pupils live. 

 Whatever the subject, be careful to teach It 

 simply and with the least apparent effort. Do 

 not elaborate too much, or inject too much bor- 

 rowed information. Always tie to the object or 

 the materials. Do not teach zoology without 

 animals, botany without plants, geography with- 

 out knowing the earth, astronomy without stars, 



