240 NATURE STUDY REVIEW [9:8— Nov., 1913 



To those of us who are vitally interested in nature-study as a 

 school subject, the question comes whether or not it has found in 

 our schools a niche that has been waiting for it since the time of 

 Rousseau Pestalozzi and Agassiz. Is it fulfilling a definite mission, 

 a mission peculiar to itself so that if it should be omitted from the 

 list of school subjects, our children would meet with an irreparable 

 loss ? What is its present status as to purpose, content, and method 

 in the schools of the country? To answer all of these questions 

 intelligently, would require data obtained from actual visits made 

 to schools in various parts of the country. Such is not forthcom- 

 ing at the present time. ' However, the last question may be 

 answered somewhat satisfactorily by a careful examination of the 

 courses of study used in the elementary schools. 



About a year ago, I attempted some such study and while I 

 realize that it is far from complete, nevertheless it contains some 

 facts that may be of interest to the readers of the Nature-Study 

 Review. Later, I may be able to offer some data gathered from 

 seeing children at work in nature-study classes. For the investiga- 

 tion I selected twenty state courses of study and those of thirty 

 large cities. The courses were grouped to represent the four 

 different geographical regions of the country, the east, south, mid- 

 dle west, and northwest including the Pacific states. 



The first point under consideration was to determine to what 

 extent there is unity of aim and purpose as indicated by the pref- 

 atory notes of the various courses. I quote from several, "The 

 purpose of nature-study is first of all to develop in the child an 

 interest in the things around him. When his interest has been 

 aroused the outside world becomes to him an everpresent teacher. 

 While it is true the material of nature-study is the foundation for 

 later science work, it should not be taken up as a science study. 

 We should use the material primarily to develop the powers of the 

 child." "The primary object of nature-study is to train and culti- 

 vate the interest and enthusiasm of the child in natural objects- 

 and to develop an intelligent appreciation of the things in nature." 



"The first reason for the incorporation of nature-study is to 

 widen children's intelligent interest in nature objects and processes; 

 the second to train the children in a scientific attitude of mind." 

 "The work should be so conducted as to inspire the children with a 

 love of the beautiful and with a sympathy for all living things. It 

 should train children to investigate carefully and to make clear,, 

 truthful statements." 



