I98 HOW NATURE STUDY SHOULD BE TAUGHT 



that are well known. Also, if the teacher does 

 not know how to teach it by the proper methods 

 to insure the best results, there will be no greater 

 merit or value in this subject than in any other. 

 That part of the subject to be taught should also 

 depend upon the specimens that occur in the 

 vicinity or can be obtained. The teacher must 

 derive lessons from natural objects rather than 

 use specimens merely to illustrate points made in 

 the lessons. 



When it is decided (1) that a regular period is 

 to be given the subject, (2) that the teacher knows 

 enough about it or some part of it to treat definite 

 valuable points, (3) and is able to teach it in a 

 way to make the primary object or purpose the 

 development of thought, instead of merely to 

 give instruction, and (4) suitable material can be 

 procured from which to derive facts, then it is 

 time to introduce nature study and anticipate 

 the best results from hard work. But it will re- 

 quire application and effort in this, as in all other 

 pursuits. There is no royal road to success, and 

 nature study is no panacea for all the educational 

 ills of our public schools. Certainly it is possible to 

 make this subject of just as great intensity, and 

 of as great cultural value, as any other known sub- 



