THE NA TU RE-STUD Y RE VIE W f 3 : 



-JAN., 1907 



grouped facts. Hence we have at last united in recognizing that 

 true science even stated in words of one syllable is not for children, 

 because for them we have something better in nature-study. I may 

 summarize the distinction between nature-study and science as now 

 held by the most active workers in nature-study as follows: "Nature- 

 study is primarily the simple observational study of common natural 

 objects and processes for the sake of personal acquaintance with the 

 things which appeal to human interest directly and independently of 

 relations to organized science. Natural-science study is the close 

 analytical and synthetical study of natural objects and processes 

 primarily for the sake of obtaining knowledge of the general princi- 

 ples which constitute the foundations of modern science."' Along 

 this line nature-study for the elementary schools is being rapidly 

 differentiated from the true science of high schools and colleges. 



Parenthetically let me remark that we must not forget that some 

 nature- study is still necessary in most high schools and even in col- 

 leges, because the students have not had it in the lower school. 

 However, nature-study in high school or college is not science in the 

 strict sense. It is simply nature-study supplementary to and pre- 

 paratory to the real science which deserves much attention in high 

 schools and colleges. 



Another point which we must not overlook is that there can be no 

 sharply defined line between nature-study and science so far as prac- 

 tice in our school system in its entirety is concerned. In the upper 

 grades and first year of the high school the nature-study will gradu- 

 ally lead the way into more and more advanced study approaching 

 the real science lessons designed to point directly to the great gener- 

 alizations of science. However, the line can be drawn sharply 

 enough for all practical purposes and there is no longer any sufficient 

 excuse for duplicating the work already well done as science. For 

 example, what advantage can we possibly claim for the books on 

 "physical science for grammar grades" and certain books of botany 

 and zoology which are said to be "adapted to grammar grades." All 

 these are complete duplications of existing high-school work. There 

 are plenty of things to be done m the elementary school without 

 attempting to anticipate directly the proper work of the secondary 

 school; and the modern teacher of nature-study who hopes for suc- 

 cess in the future must study to keep her nature-study as far as pos- 



'From this journal Vol. I, p. 17, Jan., 1905. 



