66 THE NATURE-STUDY IDEA 



current and significant phrase 'nature-study/ 

 which, while it covers many methods and prac- 

 tices, stands everywhere for the opening of the 

 mind directly to the common phenomena of 

 nature. 



"We have not tried to develop a system of 

 nature-study nor to make a contribution to the 

 pedagogics of the subject. We have merely 

 endeavored, as best we could, to reach a certain 

 specific result the enlarging of the agricultural 

 horizon. We have had no pedagogic theories, 

 or, if we have, they have been modified or upset 

 by the actual conditions that have presented them- 

 selves. Neither do we contend that our own 

 methods and means have always been the best. 

 We are learning. Yet we are sure that the 

 general results justify all the effort. In fact, we 

 never believed so fully in the efficiency of this 

 kind of effort as at the present time. 



"Theoretical pedagogic ideals can be applied 

 by the good teacher who comes into personal 

 relations with the children, and they are almost 

 certain to work out well. They cannot always 

 be applied, however, with persons who are to be 

 reached by means of correspondence and in a 

 great variety of conditions, and particularly when 

 many of the subjects lie outside the customary 

 work of the schools. 



" Likewise, the subjects selected for our nature- 

 study work must be governed by conditions and 

 not wholly by ideals. We are sometimes asked 

 why we do not take up more distinctly agri- 



