3 o THE NA TURE-STUD Y RE VIE W [3 : i-jan., 1907 



thing, just as we, in a walk, see the landscape. '^Everything is *fish' that 

 comes to the *net' of a naturalist." 



The ideal scientific book should have its contents classified and orderly, as 

 we find them in one of Professor Hornaday's well arranged buildings. The 

 Park as a whole, especially with the miscellaneous animals roaming around 

 free in the paths and fields, and into our loving interest, embodies my idea of 

 ** nature-study." Each building with its excellent classifications and facili- 

 ties for accurate, systematic knowledge, is a symbol of my notion of 

 **science." Each phase has its rightful place, and both combined put the 

 observer in an almost ideal relation to the whole Park and to the world. 



While my pupils were admiring the snowy owl, we heard the cries of the 

 seal-lions, and the children were eager to rush over to the pool. Should I 

 have said: **Now, be calm, and wait here, while we first study the scientific 

 classification in which those lions have been placed. Then we will go to see 

 them. We must have elementary science first, then we may intelligently 

 examine the living specimens." If so, then I should take Professor Horna- 

 day's book, and say, that the name of the sea-lion is Zalophus californianus, 

 that it belongs to the family Otariidee, of the sub-order Pinnipedia. Then 

 I should have explained that the Pinnipedia are mammals, closely related to 

 Ferae, etc. 



I feel certain, from what I personally know of Doctor Hornaday, that he 

 has not lost the <*nature-study" spirit of his boyhood days. It was that 

 spirit which started and has continued his desire to be a famous systematist. 

 When he walks about the Park with a company of children, he is yet a big, 

 enthusiastic, nature-study boy. When he leaves the party and goes into his 

 fine office, and sits down at his desk to write, he is one of the most eminent 

 of systematic scientists. And the whole trouble is that he wrote that article 

 for The Nature-Study Review when he was seated at his desk. To my 

 mind he has written some pretty good advice to science teachers, though I 

 think he has turned his illustrative house upside down, and what he calls the 

 bedrock foundation, I would call the attic. 



Now won't he please write another article, a real **nature-study" article, 

 as he walks about and, with pad and pencil in hand, shows his * 'chaotic 

 mass" to a party of jolly young folks ? 



Stamford, Conn. EdwaRD F. BigELOW. 



VII 



There is no use in discussing Dr. Hornaday's discussion of **The Weak- 

 ness in Teaching Nature-Study." There can be no discussion; there can 

 only be a cross-fire of declarative statements. Mr. Hornaday says "it is" 



