200 Third Conference 



sacrifice of yourselves in the thought, time, and atten- 

 tion that is necessary to make it go. 



NATURE -STUDY IN ELEMENTARY 

 SCHOOLS FROM THE TEACHER'S 

 STAND-POINT. 



BY MR. G. H. ROSE, HEAD-MASTER, CATERHAM BOARD 



SCHOOL, SURREY 



" Nature - study in elementary schools from the 

 teacher's stand-point" suggests three questions for 

 consideration. 



(1) Is Nature-study desirable in elementary schools? 



(2) What aims should influence the teacher in 

 his selection of a suitable course? 



(3) May any advantages, generic to the teacher's 

 main purpose, be expected to arise from such study ? 



First, then, " Is Nature-study desirable in elementary 

 schools?" 



Expanded, somewhat, this question becomes: "Is 

 Nature-study simply the latest 'fad', to be adopted 

 only under sufferance, or is it a natural and welcome 

 development in the direction of truer educational 

 methods?" 



From the stand-point of the teacher, real Nature- 

 study may be regarded, to put it briefly, as education 

 by observation as opposed to information by memor- 

 ized definition. 



When, under the system of " payment by results ", 

 the chief aim of instruction in elementary schools 



