THE PLACE OF OBSERVATION IN NATURE-STUDY 



By GILBERT H. TRAFTON, Clifton, N. J. 



Now that the first waves in our educational system caused 

 by the introduction of a new subject, have passed and the ripples 

 subsided, the perspective given by even these few years helps to 

 furnish a clearer view of the place and purpose of nature-study. 



Nature-study has contributed something of permanent value 

 to education by furthering the development of initiative and in- 

 dividuality in the child through offering observation as a method 

 by which he may acquire knowledge directly by the use of his 

 •own powers. It has also quickened the idea that education 

 should relate to the child's immediate environment. These con- 

 tributions will remain, but if nature-study itself as a separate 

 subject is to continue and perform its functions effectively, it 

 must be brought in line with modern psychology and pedagogy. 



The abandonment of the old faculty psychology and the very 

 radical modification of the theory of formal discipline now gen- 

 erally accepted, must have an important bearing on aims and 

 methods of nature-study. We can no longer entertain the idea 

 that there is a general power of observation which can be trained 

 by observing anything, and that this power once trained can then 

 be turned to use in any field. The power of observation is spe- 

 cific. Instead of being content to allow the child to observe any 

 material that may be available we must direct the child to observe 

 those things which in themselves are worth observing on account 

 of the relation which they bear to his life. If there seem to be 

 in nature some things which the child should observe, then spe- 

 cific training in the observations of these particular objects should 

 be given. 



Thus, in the first place, a very careful selection of material 

 is necessary. Furthermore, having decided on the objects worth 

 observing, it will not suffice merely to have the child observe any- 

 thing and everything about the object in question, but he should 

 be lead to observe only those features which are worth observing. 

 Thus there is necessitated not only a careful selection of material 

 but also a careful selection of the line of observation to be fol- 

 lowed. 



The relation which these things bear to the child's life may 

 be taken as the basis for this selection. The child should see 

 that the work is related to something that interests him and so is 



