MAU] CHILDREN'S INTERESTS 291 



the success of the science work in upper grammar grades and 

 the high school depends, and upon which the progress of science 

 in life depends. 



We have seen from the point of view of children's questions, 

 that the animal interests exceeded all others at all ages; that 

 there was an increasing interest in animal life with advancing 

 years and that the awakening of new interests was very marked 

 in grade 3. It is clear enough that there must be an increasing 

 importance given to animal life in the organization of nature- 

 study work. Miss Lee, who has charge of the lecture work at 

 the Children's ^luseum at Brooklyn, says that the zoological 

 lectures are infinitely more interesting to children than the bo- 

 tanical at all ages; that the children are not only more inter- 

 ested, but that the lectures are better attended. 



Finally, I would say that one of the greatest values of this 

 sort of work is that it discovers to us the problems that need 

 to be worked out. For example, the difference in the interest 

 shown between the bird and the cat shows that there is a dif- 

 ference in the kind of animal that makes its strongest appeal at 

 different ages. The difference between the interest in the toy 

 engine and the magnet shows that there is a difference as to the 

 kind of physical material that makes the strongest appeal at dif- 

 ferent ages. Thus it is only by careful studies that correct prac- 

 tice can be established. Again, with regard to children's pets, 

 the problem of possible instinctive repugnance to certain animals 

 presents itself; the experience at the Brooklyn Museum is that the 

 younger children take great interest in carrying around and mak- 

 ing pets of snakes, while the adults pay no attention to them. 

 Thus we can say that the subject of nature-study is by no means 

 a settled problem, but that there is still a curriculum based on 

 scientific principles to be worked out by the nature-study advo- 

 cates, if this subject is to be worthy of its name. 



Collecting Things 



Edwin E. Hand. 



Our books on pedagogy- and psycholog>- have a "great deal to 

 say in regard to securing the attention of pupils and maintaining 

 interest in their work. The terms "self direction," "correlation," 

 and the like are of frequent occurrence. Now, it is easv to criti- 

 cise and to find fault. It is not so easy to suggest a better way. 

 It is difficult indeed to initiate and success fuly carry out plans 

 which embody the high ideals of the philosophers. 



