MEANING OF NATURE-STUDY 23 



model flower does not exist in nature. The 

 model flower, the complete leaf, and the like, are 

 inferences ; and the pupil should begin with 

 things and not with mere ideas. In other words, 

 the ideas should be suggested by the things, and 

 not the things by the ideas. " Here is a drawing 

 of a model flower," the old method says ; " go 

 and find the nearest approach to it." "Go and 

 find me a flower," is the true method, " and let 

 us see what it is." 



Two factors determine the proper subjects for 

 nature-study. First, the subject must be that in 

 which the teacher is most interested and of which 

 he has the most knowledge; second, the subject 

 must be that which is commonest and which can 

 be most easily seen and appreciated by the pupil, 

 and which is nearest and dearest to his life. The 

 tendency is to go too far afield for the subject- 

 matter. We are more likely to know the wonders 

 of China or Brazil than of our own brooks and 

 woods. If the subject-matter is of such kind that 

 the children can collect the objects as they come and 

 go from the school, the results will be the better. 



With children, begin with naked-eye objects. 

 As the pupil matures and becomes interested, the 

 simple microscope may be introduced now and 

 then. Children of twelve years and more may carry 

 a pocket lens ; but the best place to use this lens is 

 in the field. The best nature-study observation is 

 that which is done out-of-^oors ; but some of it 

 can be made from material brought into the 

 schoolroom. 



