2 02 THE NA TURE-STUD Y RE VIE W [ S :8— Nov., 1909 



of these "inheritances." Dr. Maxwell, (superintendent of schools, 

 New York City) , holds a similar view, expressed in his excellent 

 article on "The American Teacher." More recently, emphasis 

 has been placed on what is termed "fitting the child for his en- 

 vironment." This view is set forth by Professor Bailey, of Cor- 

 nell University, and Professor Hodge of Clark University. At 

 present, prominent educators are advocating the need of a more 

 practical sort of training — vocational training. 



It is true that, to a greater or less degree, we have lost sight of 

 the child's present life in our efforts to fit him for his future. 

 Too great importance has been given to the matter to be taught, 

 and too little attention given to the child. It is fortunate, 

 however, that the present trend of pedagogy is toward a 

 training closely related to the child in his present life and 

 surroundings. 



It is a principle as old as Comenius that education should begin 

 with what is near at hand and proceed gradually to the more 

 remote. It must be confessed that much of our work is not con- 

 nected closely enough with the conditions in which our pupils 

 live. Professor F. L. Charles (De Kalb, 111., State Normal 

 School) , says on this point : "It is a very suggestive fact that we 

 seem to interest ourselves first in those things that are afar off, 

 and only come back later to those which lie close at hand. We 

 are beginning to realize more and more that a very large and 

 important part of our education comes from contact with things 

 in our immediate surroundings, commonplace as they may seem." 



Nature-study is an outgrowth of the effort to place pupils in 

 contact and sympathy with their own surroundings. Bailey 

 says: "It is strange that the nature-study movement should 

 have been needed at all. It seems almost inevitable that educa- 

 tion should place children in relation with the objects and events 

 in which they live. It is true nevertheless that our teaching has 

 been largely extraneous." 



One authority after another voices the same thought. 



There is another point upon which all authorities agree — the 

 work in nature-study should be practical. "What are the proper 

 subjects for study?" is often asked. Bailey answers again, 

 "That which is commonest to the child; that which can be most 

 easily seen and appreciated, — that which is nearest and dearest to 

 him. The tendency has been to go too far afield." The very 



