PATTERSON] PRESENT STATUS OF NATURE-STUDY 239 



1. Is the tree on which the bracket fungus is growing aHve or 

 dead? Does it seem to be vigorous or d5dng? 



2. Find the wound through which the fungus entered the tree 

 and also the wound where the shelf grows out. 



3 . Examine the place where the fungus joined the tree and note 

 if it seems to be a part of the wood. Cut back into the tree behind 

 the fungus and note the condition of the wood. 



4. Of what use to the tree is its heart wood? If the fungus 

 weakens this, how is the tree injured? 



5. Study the bracket above and below. Describe its upper 

 surface. Are there concentric rings?* If so, how are they pro- 

 duced ? 



6. Examine the lower surface with a lens. Cut the fungus and 

 note that each hole in its lower surface is the opening of a tube. 

 Do you find any **dust" in these tubes? If so, these are the spores 

 which the wind sifts everywhere through the forest until some of 

 them find a wounded tree in which to plant themselves. Cut down 

 through the fungus and note if you can count the layers. Tell the 

 age of the fungus by these layers 



7. Write an English theme upon the proper treatment of trees 

 for protecting them from the attacks of the shelf fungi. 



The Present Status of Nature-Study in the 

 Elementary Schools 



Alice Jean Patterson 



It is now about twenty-five years since the term Nature-Study 

 was applied to a study of natural objects, as carried on in two or 

 three schools. Since that time it has found a place in the curri- 

 oultim of a number of our elementary schools. A glimpse at its 

 history shows that it has had many ups and downs. On the one 

 hand, it has been called a fad, mere sentiment, diluted science, and 

 on the other hand one of the most valuable subjects in the entire 

 school curriculum. It is not strange that it should have met with 

 such diverse valuations. As a new subject it had to have its 

 struggle with existing conditions, with tradition, conservatism and 

 the misinterpretation on the part of teachers of what it really stood 

 for in the minds of its promoters. 



