Meaning of the Movement 49 



the observing and reasoning powers of the child 

 and not to gorge the pupil. Spirit counts for 

 more than knowledge. 



It is well to verify observations and con- 

 clusions on different days. Let the pupils com- 

 pare ideas and experiences. This develops an 

 intellectual habit of taking nothing on hearsay 

 or for granted. 



Taught in this way, nature-study work is not 

 an additional burden to the teacher, but may be 

 made a relief and a relaxation. It may come 

 at the opening of the school hour, or at the close 

 of a hard period, or at other time when an 

 opportunity offers. It may often be combined 

 with the regular studies of the school, and in 

 that way it may be introduced in places where it 

 would otherwise meet with objection. For ex- 

 ample, the subject-matter of the nature-lesson 

 may be used for the exercise in drawing or in 

 geography. Let the child draw the twigs; but 

 always be careful that the drawing does not 

 become more important than the twigs. 



My remarks on procedure are meant, of 

 course, to apply to children. As the pupil ad- 



4 



