1 88 The Nature-Study Idea 



Would you teach objects that the child can- 

 not see and determine for itself? 



No! Right here is where much of our 

 nature-study effort shoots wide of the mark. 

 The child should be set at those things that are 

 within its own sphere and within the range of 

 its powers. Much so-called nature-study teach- 

 ing is merely telling the child what some man 

 has found out. Bacteria, sheep's brains, com- 

 plicated life-histories, chemical changes in germi- 

 nation, pollination, yeast, fermentation — these 

 and a hundred others are beyond the child's 

 realm. 



How much apparatus do I need? 



Perhaps none; possibly some. The appa- 

 ratus and the method may easily be made too 

 perfect. Any elaborate scheme or equipment 

 is likely to be depressing to those who are less 

 fortunately situated, if they are to teach. A 

 laboratory in a teacher's training-school may be 

 so extensive and complete that the graduates do 

 not take up efficient work for themselves, feel- 

 ing that they cannot do so without much equip- 



