216 NATURE-STUDY REVIEW [10:6-Scpt., 1914 



problems "many and varied" and to solve them just as they will 

 be sure to meet them in later life ? Greater interest and efficiency 

 will make him realize that he is no mere toiler. 



III. The three salient features — "The three H's". It trains 

 the hand to work, the head to plan and devise ways and means and 

 the heart to govern and control, appreciate and enjoy. Nature- 

 Study must have its constructive and productive features. Every 

 child and every teacher should be a planter. Plant something, 

 raise something, care for a plant from seed to seed; have a pet 

 animal and provide thoughtfully for its necessities and comforts. 

 The teacher should have a plant because it is good for her to have 

 one but primarily for the sake of example; the children should 

 always have them both at home and at school. In many school 

 gardens the "three H's" have not had full play. Remember that 

 mere work becomes drudgery the moment the head and the heart 

 are left out of consideration. Better stop the work immediately 

 when this is the case for you are only doing harm. Better begin 

 small — a few pots or window boxes — to find how well you can link 

 the last two H's with the first H. 



"A little child who seeks plants and cherishes and cares for them cannot be a 

 bad child nor can he become a bad man." — Froehel. 



IV. The matter of the lesson- — We assume that a very great 

 amount of Nature Work may be carried on outside of the school 

 room, and incidentally in the school room, when there are speci- 

 mens, and that the teacher may take a few minutes occasionally 

 each day from other school work, as if for a change, and receive 

 reports or call attention to some developing caged specimen or 

 other specimen. This is true, very good and quite in order. 

 Remember, however, that there must be properly taught lessons, 

 and time periods for their development. In most cases you must 

 have the illustrative materials for these lessons and in every case 

 they must be based upon the actual obser\^ations and personal 

 experiences of the child. 



(a) The limited viewpoint of the matter — the plant, bird or 

 insect as a whole; then the parts by themselves after that, the 

 relations of the parts both whole and the beautiful adaptations of 

 the structures to their several functions. Some of this work is 

 good, depending on the age of the pupil and how it is carried on — 

 actually seeing and understanding. It is more adapted to older 

 children and is very apt to become too scientific or formal and not 

 to be appreciated by the average pupil or teacher. 



