204 Third Conference 



elementary teacher in this direction will be wise if 

 they exercise some amount of patience. 



The next point proposed for consideration is: 



" What aims should influence the teacher in the 

 selection of a suitable course or scheme?" 



These are the halcyon days of liberty of curriculum ; 

 a liberty which, let us hope, will be fostered and 

 rendered more potential under the new local authori- 

 ties whose genesis is being awaited with such mingled 

 hopes and fears. 



And amongst the many claimants for a share in 

 the sadly cut-up school-time of our children, there is 

 none, amongst optional subjects, which is being more 

 thought about than this of Nature-study. 



For many a one, alas! its fascinating suggestions 

 are only an irritation. 



Longing to undertake this duty, but crippled for 

 want of help, such a one feels there is no possibility of 

 doing as he would like to do. 



May it not be probable that the ambitions and 

 elaborate character of many of the published accounts 

 of achievements in this newest field of educational 

 work help to dishearten him? 



The best he feels capable of doing falls so far short 

 of what he knows has been accomplished, that he at 

 once puts the whole thing on one side. 



If he could see, as so many are now doing, that 

 some little, modest, home-made plan of his own is 

 infinitely better and more suitable for him than the 

 all-embracing one of some more fortunately situated 

 teacher, he would, if he only ventured to embark upon 

 it, find it lead to happy results. 



Too often, however, the alternative is between 



