TURNER] SCOPE OF NATURE-STUDY 265 



this is disregarded by those intent on correlating it with geog- 

 raphy and other subjects. Here space presents no obstacles. The 

 ostrich of South Africa or the tiger of India are as readily used 

 for subject matter as the robin or the toad. In general, as 

 already 'stated, there are two types of nature students. The 

 extreme of one is represented by the scientific degenerate; the 

 extreme of the other by the sentimental enthusiast. Scientific 

 degeneracy can best be illustrated by the following lesson plan 

 taken from a course in nature-study in one of our larger Western 

 cities : 



"Plants — roots, stems, branches, buds, leaves, flowers, seeds. 

 Cat — paws, claws, eyes, tongue, teeth, motion of jaw. Pig — 

 hair, bristles, shape of head, snout; cloven foot, number of toes, 

 tusk of wild boar." 



Here are all the details of the scientist without any scientific 

 attempt at correlation — without any thought of arriving induc- 

 tively at some life principle, or acquiring a better knowledge of 

 some improved methods of perfecting the usefulness of the organ- 

 ism. 



The other type is nicely illustrated by a partial course taken 

 from one of our larger Eastern tities: "Falling and color of 

 leaves. Collect leaves and compare form and color. Observe 

 habits of the cricket, grasshopper, squirrel, rabbit. Collect 

 caterpillars and cocoons." 



Other courses treat of the twigs of the elm, maple, pussy willow. 

 They provide for the observation of the habits of birds, fishes and 

 frogs ; for collecting and mounting of the most interesting forms 

 in the metamorphosis of some common animals. They provide 

 for the keeping of bird calendars and weather charts. Here the 

 emphasis is placed upon the marvelous and wonderful in nature, 

 while ethical and esthetical inductions are lavishly made. This 

 practice of arousing the emotions without affording an opportun- 

 ity for definite motivation is a questionable practice. A 

 modified form of the same practice is observed by those who 

 learn the names of birds and flowers that they may talk about 

 them. We have seen a well-known nature-study man make 

 daily trips into the woods with a large class of elementary teachers. 

 Each was ready with pencil and paper to jot dow^n the names of 

 this or that bird or butterfly as its name was glibly announced 

 by the instructor. The entire party would become wild with 



