Editorial 



However many things nature-study may mean to various 

 persons the apparent differences are but changeful expressions 

 of a fundamental unity. While it is a study of nature it is 

 limited by definite aims and principles. It is at once a method 

 of approach, a content of information and a spirit of apprecia- 

 tion. 



The method is the method of science — the derivation of 

 correct conclusions from first hand observations made independ- 

 ently by each pupil. To habituate the child to such a method of 

 procedure is to set him on his feet intellectually. All paths are 

 open to him and he treads intricate ways with confidence. Cit- 

 izens so trained are the safeguards of democracy. 



The content of information ^varies with the community. 

 Every child before he leaves school needs an acquaintance with 

 the great and fundamental laws of nature which condition his 

 own health, his community functions as wage earner, parent 

 and citizen. The majority of pupils must acquire these funda- 

 ments in the grades. 



The spirit of nature-study is the spirit of" practical every 

 day affairs, the spirit of commercialism, if you please, and the 

 cold impartial spirit of science — these, plus the glow of the 

 artist, the charm of the raconteur, the fervour of the poet, the 

 faith of the seer. 



Such a statement approximately expresses the consensus 

 of opinion among the leaders of nature-study. The significance 

 of the term is sufficiently clear so that it no longer provokes 

 conspicuous discussion. Agreeing now substantially on the 

 aims, materials and methods, the problem is how may the ma- 

 terials be arranged, how may the methods be applied to insure 

 the accomplishment of the desired ends and the generation of 

 the proper spirit. The problem of the nature-study teacher is 

 no longer merely a qualitative problem but a quantitative one. 

 We must devise indicators of our progress, measures of our 

 success and accurately test our methods. 



When do the nature interests of the child arise? What are 

 they? How do they change from year to year? How may they 

 be stimulated? What nature-study materials and methods are 

 most effective in sharpening the senses? Can we measure the 

 progress of pupils in the attainment of the scientific method of ap- 

 proach ? H so, how? May we measure the efficiency of various 



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