112 HOW NATURE STUDY SHOULD BE TAUGHT 



this branch of education the fundamental princi- 

 ples of general pedagogy. What is claimed for 

 nature study is no exception from what is claimed 

 for other studies. Professor Preston W. Search, 

 in "An Ideal School," puts the same thing in 

 this way : 



" There may be virtue of a kind in the class 

 room where the teacher carefully plans all the 

 steps of procedure, and insists on the performance 

 of work according to her ideals ; but, in educa- 

 tive worth, it cannot compare with that where 

 the pupil feels the glow which comes from per- 

 sonal discovery and accomplishment. It is a 

 little thing to be an imitator ; a great thing to 

 be a creator. The father who insists on his son 

 holding the board while he drives the nail may 

 drive the nail well, but he who holds the board 

 while the son drives the nail does better. The 

 nail may not be so well driven, but he educates 

 his son. Even so in the schoolroom the child 

 must be permitted to do his own work. Dead 

 time must give place to active endeavor. The 

 child must be a discoverer, an originator, a crea- 

 tor. He must be permitted to drive the nail." 



This is the same kind of vice versa, or trying to 

 hoist the father over to one side of the board, and 



