HOW NATURE STUDY SHOULD BE TAUGHT 73 



the joy of being appreciated, of being recognized 

 as actually knowing something worth listening 

 to ! Every mind woke up, because each was 

 appealed to individually, and every one was 

 eager to respond. The assistant expressed vol- 

 umes when she whispered to me, as I shook her 

 hand in parting, that she " Didn't think those 

 children knew so much." 



But the principal apologetically said, " I never 

 saw them act so badly. I'm afraid you'll think 

 we don't have any order. I was ashamed to have 

 two or three talking at once." 



To her I said, that they had been only a little 

 over-eager in telling me their experiences. But 

 to you I say that I commend the young folks. I 

 regretted that there was only one opportunity of 

 telling; that there must be a condensation of 

 what should have been extended. 



The principal then made the remark to the 

 superintendent, as quoted at the beginning of the 

 chapter. 



Discipline, and instruction are for your school, 

 as a whole. Nature study is for the pupil — this 

 one, that one — a recognition and development 

 of individuality. Restrain and develop. Not 

 one, but both. Not everlastingly keeping them 



