2io Third Conference 



from the sober prospect of following in the footsteps 

 of his forefathers and finally resting where they rest." 



The consideration as to whether such economic 

 results will or will not follow may possibly influence 

 the rural teacher to some extent in his regard or dis- 

 regard for Nature-study. He will in any case cer- 

 tainly do his best so to direct the intercourse of his 

 scholars with Nature that they may be able to make 

 the most of all the opportunities that the future may 

 afford them of becoming thriving rural citizens. 



But for him, as for his fellow in the town, the chiet 

 consideration must always be whether this thing will 

 enable him to turn out from his school potentially 

 better men and women no matter where their lot may 

 be cast in the factory or on the farm, in workshop or 

 in garden, in the dairy or in the warehouse, as the 

 "handy man" or as Tommy; while at the same time he 

 will rightly hope that some, at least, of the first-fruits 

 of his training will be for his own gathering during 

 the school-life of his scholars. Rightly, for even for 

 the least ambitious worker in Nature's school-room 

 there are many agreeable experiences that are lacking 

 often for the Avorker in the old stereotyped style. 



The scholar's widened interest in things around 

 him, the alertness, the delicacy of handling which 

 takes the place of former clumsiness, the fostered love 

 of drawing beautiful things, all these and other gains 

 will be obvious enough. 



And there will be other rewards that only the 

 experienced teacher can properly and fully value. 



If the study of Nature's processes and products 

 engenders an attempt to follow her methods and to 

 accept her promptings, if the best organizer and 



