40 The Nature-Study Idea 



because the model flower does not exist in na- 

 ture. The model flower, the complete leaf, and 

 the like, are inferences; and the pupil should 

 not begin with abstract ideas. In other words, 

 the ideas should be suggested by the things, and 

 not the things by the ideas. "Here is a draw- 

 ing of a model flower," the old method says; 

 "go and find the nearest approach to it." "Go 

 and find me a flower," is the better method, 

 "and let us see what it is." 



Two factors determine the proper subjects 

 for any teacher to choose for nature-study 

 instruction. First, the subject must be that in 

 which the teacher is most interested and of which 

 he has the most knowledge; second, it must 

 represent that which is commonest and which 

 can be most easily seen and appreciated by the 

 pupil, and which is nearest and dearest to his life. 



With children, begin with naked-eye objects. 

 As the pupil matures and becomes interested, 

 the simple microscope may be introduced now 

 and then. Children of twelve years and more 

 may carry a pocket lens; but the best place to 

 use this lens is in the field. The best nature- 



