56 THE NATURE-STUDY REVIEW [i. 2, march, 1905 



attention might be directed towards things which it is useful to 

 know. This illustration must suffice; but it must be obvious to 

 all who will stop to consider various similar illustrations which 

 are readily called to mind that the value of the power of observing 

 depends, as stated above, largely upon using the power in useful 

 ways. This in its turn involves attention and interest, and the 

 conclusion must be that the discipline of nature-study is best 

 which trains the pupil to apply the method in useful ways — to 

 observing things in nature which are important enough to deserve 

 attention in the busy life of the average citizen. It is here that 

 the discipline and the information of nature-study must go 

 together, for the value of the discipline will in no small measure 

 depend upon the usefulness of the information. 



Now, the usefulness of the information gained through nature- 

 study is along aesthetic, utilitarian, intellectual, and moral lines ; 

 and the teaching of nature-study which is directed towards the 

 facts which clearly have valuable relations to every-day life in 

 these lines will at the same time make possible discipline which 

 is most valuable. 



Summarizing, we may defend the place of nature-study in our 

 educational system on the ground that it gives discipline and in- 

 formation which are useful in the life of the average citizen. 



From this brief outline of the educational value of nature-study, 

 we pass to a statement of the aims which, obviously, grow out 

 of the values. I have previously stated^ these in outline form as 

 follows : (the numbers refer to order of statement not to relative 

 value) (i) To give general acquaintance with and interest in com- 

 mon objects and processes in nature. (2) To give the first train- 

 ing in accurate observing as a means of gaining knowledge direct 

 from nature, and also in the simplest comparing, classifying, and 

 judging values of facts ; in other words, to give the first training 

 in the simplest processes of the scientific method. (3) To give 

 pupils useful knowledge concerning natural objects and processes 

 as they directly affect human life and interests. 



The first aim (for acquaintance and interest), finds its justifica- 

 tion chiefly along moral and sesthetic lines. It is really the basis 

 of most of the nature-study work which has been done in this 

 country. The second aim (for discipline) simply stands for the 



^ In Teachers College Record, 5 : 35. March, 1904. 



