cALDWHLLl Til E C RI TE R I A O F NA TU R E- STUD Y 255 



highly important that sufficient study be given this question in 

 order that usable limits of these subjects may be found. If there 

 are not usable limits, a readjustment of our terminology of sub- 

 jects and reduction of the number of fields of our efforts, will 

 contribute to economy of time and definiteness of results. The 

 general inter-relationships of knowledge are such as to make it 

 possible for an enthusiast in any subject to organize all knowledge 

 about, his subject. In general education, however, we must 

 recognize boundaries, as natural as may be discovered, but always 

 more or less arbitrary. 



II. Mental Attitude Toward Nature 



In discussing the unity of nature-study and geography consider- 

 able was said regarding the learner's attitude toward nature, 

 consequently this statement may be brief. Practically all chil- 

 dren have an attitude of inquiry toward nature. Often, it is true, 

 this is little more than a slightly intelligent curiosity. It is an 

 inquiry born of a desire to be acquainted with things that are 

 about us. Questions as to what things are and what they are for, 

 are constantly forthcoming from young children. In a few years 

 there comes to be added to this acquaintanceship inquiry, a 

 notion that structures and habits are of some use to the organisms 

 possessing them, and also that many of these structures and 

 habits bear a definite relation to man in that they contribute to 

 his profit or pleasure, or take from those things. The obvious 

 approach to nature, therefore, from the point of view of the 

 younger children's interests is through the inherent spirit of in- 

 quiry into the natural phenomena of the immediate environment. 

 This inquiry first relates to what things are, and secondly to their 

 functions and processes. When notions of function come to be 

 appreciated, the learner soon discovers that function may relate 

 to the object itself as observed in nature, or in a distinctly differ- 

 ent way function may relate to man, and he differentiates a study 

 of nature interests as related to man. In the study of this field, 

 therefore, the point of view calls for selection of those materials 

 that have had to do with man's progress and those that are now 

 usable by him. At a later period, toward the end of the gram- 

 mar school or even early in the high school, the attitude may 

 have become that which appreciates and attempts to make an 

 orderly arrangement of materials such as is involved in the study 



