Meaning of the Movement 29 



tions of different personalities and the working 

 out of different methods. We cannot say that 

 one way is right and another wrong. There 

 may be twenty best ways of teaching nature- 

 study. The mode is essentially the expression 

 of one's outlook on the world. Heretofore, we 

 have put the emphasis on training for heaven 

 and taking the child out of his world. 



The reader who has followed me thus far 



has got at the kernel of my thought. I shall 



now go into more detail, with the purpose to 



relate the discussion to the practical work of 



the schoolroom, to develop the teacher's attitude, 



,and to state the essential nature of the move- 



ffinent in different ways and from different angles 



fyik order that the thought may stick. This chap- 



</ ter, therefore, is a budget of suggestions rather 



than an analysis. 



\ What nature-study Is not 



\ ^ 



Y/ There are two or three fundamental miscon- 

 ceptions of what nature-study is or should be; 

 and to these we may now give attention. 



