ullrich] NATURE-STUDY IN WISCONSIN 111 



favor of the innovation. However, the study of the aims of 

 Nature-Study in the grades would suggest the introduction of 

 this vocational idea into the work for the intermediate and gram- 

 mar grades, and further, consistency demands, from the expres- 

 sions on the aims of instruction in manual training, domestic 

 science, and other vocational subjects, that this vocational trend 

 in Nature-Study be not narrowly but liberally interpreted. 



The supervisory staff of the state department, and the selec- 

 ted group of normal instructors have expressed themselves, by 

 special request, quite fully on the matter of giving Nature-Study a 

 vocational trend. Since there seems to be particular interest 

 manifested by Nature-Study friends and teachers, in this aspect 

 of the Nature-Study problem, it may be helpful to quote some- 

 what at length, first, from those who are enthusiastically in ac- 

 cordance with the idea, then from those who favor the notion 

 but with reservation, and finally those that think a serious mis- 

 take would be made if Nature-Study were given a vocational trend, 

 i. "None whatever," "The vocational idea should not be sep- 

 arated from other ideas. The modern doctrine teaches that all 

 thought tends to action. A thing is not learned until it be- 

 comes a part of the pupil's behavior." "The vocational aspect 

 leads to what otherwise might be a decidedly abstract subject. 

 Interest will be held. Worthwhileness so in keeping with mod- 

 ern trends will receive its due share of emphasis. By all means 

 use the vocational," "A good thing for rural schools and others," 

 "I think that this should be done. All training should lead 

 somewhere," "I wish to be placed on the side of vocational trend 

 in teaching Nature-Study. In fact any science should be taught 

 with a relation to life and life's need. This need may be physi- 

 cal, mental, social, moral, or even spiritual". 2. "None if not too 

 intensive with too much time from other subjects", "No objec- 

 tions if material does not conflict or confuse the fundamental 

 principles of the science." "The trend may be over-emphasized 

 with the result that one of the greatest values of Nature-Study 

 is lost sight of. The ennobling and cultural aspects of Nature- 

 Study are as important as the vocational and the industrial. 

 In the primary and intermediate grades, especially, it is un- 

 wise to emphasize unduly the vocational aspect. In the gram- 

 mar grades a greater emphasis can be made." "There may be 

 cases in poor districts where vocational work needs must be pre- 



