i 3 4 THE NATURE-STUDY IDEA 



should be attractive in subject-matter and in 

 mechanical execution. Never put a cheaply illus- 

 trated and poorly printed leaflet before a pupil. 

 Remember that children are optimists, and that 

 they want the best in both teacher and leaflet. 

 Let the teachers study the object and the leaflet 

 until the subject is mastered. When the teacher 

 is full of the subject, he cannot help teaching. 



If you are fortunate enough to have the starting 

 of a nature-study movement for a State or other 

 large territory, buy a small quantity of one of the 

 best leaflets you can find. If you do not have the 

 money, borrow it. Send a note to the newspapers 

 to the effect that any teachers who wish to take up 

 nature-study work may write you for literature and 

 advice. All the rest will work itself out. Money 

 will come from some source. Soon you will be 

 publishing leaflets of your own; but be careful 

 who writes them. 



Beware of putting your trust in leaflets alone. 

 Follow them up with correspondence and other 

 personal work. The leaflet will not work of it- 

 self. It will soon be forgotten unless you keep 

 the spirit and the enthusiasm alive. Organize your 

 teachers and your children. Keep at it. 



Is not subject-matter the first consideration ? 



Perhaps. Subject-matter is important, but the 

 teaching faculty is equally so. Has it ever oc- 

 curred to you that many of the most useful school 

 text-books are made by persons who are not 

 most proficient in the subject-matter? It were 

 better if the books were better ; but good or bad, they 



