4 INTRODUCTORY. 



now and then asking the children what they saw on their way to 

 school. " 



The above advice offered to the teachers cannot easily be im- 

 proved upon. It is quite as applicable to Iowa teachers as to New 

 York teachers. In the outlines which follow are contained sugges- 

 tions which may guide the teachers in the beginnings of this good 

 work. I trust these outlines will be studied by the teacher and 

 applied in the most fitting manner. Teachers who desire some- 

 thing more specific on horticulture are reminded that the State 

 Horticultural Society has a permanent officer, its Secretary, resident 

 in. i^s rooms at the Capitol building, Des Moines, who is ready 

 and qualified to assist them; that the Iowa Agricultural College at 

 Ames has a trained staff of scientific workers and teachers who 

 may be depended upon to render assistance whenever called upon. 

 The opportunity is offorded, let us improve it. 



It is not expected that every teacher will find the follow- 

 ing outlines adapted to the needs of his or her pupils; it is 

 hoped, however, that some of the suggestions may be helpful to 

 each one and that they will be put into operation. Before taking 

 up the suggestive lessons which follow, I am pleased to offer 

 the thoughts of an Iowa teacher who has had considerable experi- 

 ence in presenting to teachers and pupils various phases of the 

 nature study movement; Miss Julia E. Rogers, of the East Des 

 Moines High School, writes as follows: "The first question is a 

 natural one: 'How shall teachers get ready to do this Nature work?' 

 And then: Ts there some book that we can get that has the subject 

 written up for us?" How natural, habitual is this question! But 

 I answer you, let the bcoks alone for awhile. Come out into the 

 fields and woods. Drink in the spirit of the summer. Give 

 yourself up to it. Let it reach you through all the avenues of 

 your being. Now get the poems ot Wordsworth, the writings of 

 John Burroughs, and Richard Jeffries, and Maurice Thompson, 

 and the rest of them. 'Are these works on Pedagogy and Nature 

 Study Methods?' They are not. But don't you care. Forget the 

 dusty schoolroom, if you can, and among the shadows of the trees 

 let these inspiring writers lead you into that kingdom which is 

 promised to those who seek it. 'Except ye become as a little 

 child ye cannot enter in.' 



If such an experience as this can be yours this summer, I con- 

 gratulate you. To feel an intimacy growing up between yaurself 

 and the world of plant and animal life all about you is to feel also 

 an intellectual warmth and joy that is unlike anything felt before 

 --a feeling that binds you to nature by cords that strengthen 

 every day. 



