voaden] nature-study and the teacher 217 



{h) The broader view of the matter of the lesson involving the 

 wide outlook to nature. See every natural thing in its relations to 

 everything else in the world, study its environment. Nature never 

 isolates anything. Thus recognize how the subject matter multi- 

 plies and how interesting it becomes, especially to children, because 

 it has a larger place in active, personal experience. Taking any 

 common plant as an example, it has relations to: wind, frost, 

 sunshine, air, rain, soil, animals, birds, insects, other plants, 

 children and grown people. How is it helped or hindered in its 

 living, growing and spreading, by any or all of these factors in its 

 environment ? Does it in turn help or hinder any of them ? How ? 

 State the facts as found out by investigation or experience in regard 

 to as many as possible of these relations. 



"I wonder if the sap is stirring yet, 

 If wintry birds are dreaming of a mate, 

 If frozen snowdrops feel as yet the sun, 

 And crocus fires are kindled one by one. 



— Rossetti. 



{c) Taking this view in getting at the subject matter of the 

 lessons, it will be seen that the points to be discussed assemble 

 quickly, abundantly and quite logically in the mind of the teacher. 

 Select that which is most interesting, which the child has worked 

 upon under your guidance or has in some other way become a part 

 of his experience. It will be most suitable for public school 

 children especially the lower classes and you can prevent it from 

 becoming too scientific or dry and uninteresting. 



V. The spirit of Nature-Study: 



"Is this a time to be cloudy and sad, 

 When our mother Nature laughs around, 

 When even the deep blue heavens look glad, 

 And gladness breathes from the blossoming ground?' 



— W. C. Bryant. 



The introduction of Nature-Study represented a rebellion 

 against many of the "nasty" ways of the schoolroom, our informa- 

 tion lessons, our dry science lessons, book-learning and mere 

 memorization of facts that arc not well understood. Knowledge, 

 capacity, happiness and love, these four are in the ascending order 

 and the greatest of them is love. The quotation from John 

 Burroughs is the keynote. It is easy to work u]) some cnthu- 



