8 The Nature-Study Idea 



in the fundamental contentions. In fact, I have 

 a deeper conviction than ever that the method 

 and point of view of the nature-study people 

 are bound to exercise great influence in redirect- 

 ing our education. 



I have a growing feeling that the nature-study 

 method is not only a public-school process, but 

 that it is equally needed in colleges and universi- 

 ties for all unspecialized students. The process 

 applies, in fact, from kindergarten to college. 

 From long experience I am convinced that much 

 of our college physics, botany, zoology and 

 chemistry is very poorly taught if we are to con- 

 sider its effect on the student; and this effect is, 

 of course, the end of teaching. A student may 

 take college physics and yet have little concep- 

 tion of the common physical phenomena of life. 

 He may study physiology and gain little real 

 understanding of his bodily functions or of 

 e very-day sanitation. These subjects are likely 

 to be taught with the special student in mind 

 rather than the general student. The teacher is 

 disposed to think of the necessity of developing a 

 whole subject rather than to give the student a 



