98 NA TURE-STUD Y REVIEW [11 :3— Mar.. 1915 



believes that when taught in this way more effective results will 

 follow than when taught as a separate subject. 



In connection with gardening may be taken up the question of 

 exercise, and the study of vegetable foods. In connection with 

 the methods of heating the home there naturally arises the question 

 of ventilation. The study of the fly and mosquito brings up the 

 study of bacteria in relation to disease. And with other subjects 

 which do not so directly connect with nature-study topics, it is 

 believed that better results will follow if they are arranged as an 

 organic part of the nature-study course. 



The hygienic aim should be kept in mind thruout all the grades, 

 beginning with the youngest children and increasing in importance 

 as the advanced age of the children enables them better to under- 

 stand the need and laws of hygienic living. 



Abandoned Disciplinary Theory — In the years past the dis- 

 ciplinary aim of education has been dominant, in accordance with 

 which the chief aim of education was to discipline the various 

 powers of the mind, such as the powers of observation, reasoning, 

 memory, and imagination; in the belief that after these had been 

 trained in school, the powers thus acquired could be turned to use 

 in any walk in life. In connection with nature-study it was 

 common to emphasize the value of training the power of observa- 

 tion. The researches of modern psychology compel the abandon- 

 ment of this theory of general discipline and a substitution of the 

 theory of specific discipline, in accordance with which training 

 which is received in school becomes useful elsewhere only when 

 applied to the same or similar conditions. Thus in nature-study 

 the child should be taught to observe and reason about those 

 things in school which it is desirable for him to observe and reason 

 about in actual life. 



The use of the power of observation is a method by which 

 nature-study is taught, but the training of this power should not be 

 the aim. It is a means and not an end. 



Another serious objection to the disciplinary aim is the fact that 

 it is non-selective in its functioning. An aim should serve as a 

 guide post to the teacher pointing out the things to be taught. 

 The disciplinary aim does not serve this function, for the study of 

 any one form of life will serve its purpose of developing the power 

 of observation as well as the study of any other related form. 



