TAYLOK] ORGANIZA TION FOR NA TURE-STUDY i 73 



enlightened seeing of the teacher. Even in high schools and 

 colleges, students receive minute directions as to what to observe 

 and are assisted by suggestive hints to make proper inferences. 



The facts, then, may be gained by observation, suggestion, or 

 direct telling. What is proposed here is that in whatever manner 

 they are acquired, they shall be organized into a consistent body 

 and put into a form suitable for ready expression. The story is to 

 gather up what has been learned, and is to put it into compact 

 and attractive form for storage and transmission. The pupil 

 must not only know but must be able to tell what he knows ; and 

 it is almost safe to take the position that what he cannot express 

 he does not know. There are, of course, subjects in which this 

 is not true. Music, literature, art of any kind, noble conduct, 

 religious appeal, may influence a child emotionally and give him 

 an artistic or ethical bias which, though these things constitute 

 real education, he cannot express. But information is different. 

 This is not knowledge unless he can formulate and utter it. 



In conclusion, the author begs to request that all suggestions, 

 stories, results of experimxcnts, etc., be addressed to Joseph S. 

 Taylor, P. S., 4, 173d Street and Third Avenue, Bronx, New York. 



[Editor's Note. This article is also published for local use in School 

 Work, New York City, which also gives several specimen stories.] 



