22 THE NA TURE-STUD Y RE VIE W [6:1- Jan.. i9io 



evils, a doubter who is not well informed may properly won- 

 der if nature-study does not consist pretty largely of evils. 

 Those who organized both magazine and society stand for this 

 constructive work, and we bespeak the assistance of all in ex- 

 tending and making more real this ideal. 



Secondly, a society of the scope in purpose of this one 

 should reach a very large number of people — more than it is 

 now reaching. It can be made to do this very much better if 

 those who are now familiar with it will feel responsible for 

 bringing it to the attention of teachers and others who should be 

 interested in the movement. The editor-secretary, who doubt- 

 less will give all the time that can be expected of him, and 

 more, will be unable adequately to present the case to any con- 

 siderable number of those who can be reached by the members 

 if these members will make it their duty to follow this sugges- 

 tion. The editor-secretary will have much to attend to, and 

 should have your assistance in this matter of extending the 

 membership of the society to the end that its work may be ex- 

 tended and that it may have the assistance of people who 

 are not now engaged in its work. Those who are not teachers 

 know several of their friends who may be interested. Teachers 

 know some of their fellows who might profit by the organiza- 

 tion and also might contribute some first-hand experience 

 for the pages of the magazine. Those who are teaching pre- 

 paring teachers in normal schools and colleges, have students 

 who will benefit by being informed of the society and magazine 

 and the teaching should be more effective thereby. If all will 

 attend to this, there will be an increase in the membership that 

 will make the work of the editor-secretary easier and more val- 

 uable to the society. 



Thirdly, cannot the members of the association assist in 

 making our contributions to the magazine very concrete? In- 

 stead of continuing to state theories about what nature-study is, 

 let us see what it is by having more of it presented. What 

 some teacher has actually done, what some one has observed 

 in nature, illustrations of natural phenomena, plans for work 

 based upon some experience in doing nature-study work; pa- 

 pers, discussions, drawings, garden plans, nature experience 

 of children will help to make the subject tangible, and will help 

 teachers to feel that the subject is possible and worth while. 

 Reports of observations and discoveries of children and grown- 



