98 NATURE STUDY. 



is living and developing and doing. The science in 

 our educational institutions has been heretofore, very 

 largely, a study of form and structure and plan. But 

 nature is not mere form or structure. 



We must study the life and life history of animals 

 and plants, and the work performed by their various 

 parts or organs, as well as their form and structure ; 

 the changes through which our rocks are passing or 

 have passed, as well as their structure and components ; 

 the forces which are now affecting the earth, and the 

 processes which have brought the earth to its present 

 condition, as well as the present forms and features of 

 the earth. Otherwise we study only a part of nature, 

 and that side of it which is least adapted to our ele- 

 mentary schools, and of least value to our pupils. 



Nature study is, in the second place, nature study. 

 As has already been shown, it is not merely talking or 

 reading about nature ; it is not merely glancing at the 

 beauties or sipping the sweets of nature. It is definite, 

 orderly, systematic study of nature by each pupil and 

 by the teacher. 



Nature study is, furthermore, nature studied in its 

 relations. Every phenomenon in nature stands in rela- 

 tion to a host of other phenomena. The dandelion in 

 our hand is related to the whole plant, and to each part 

 of the plant a relation of mutual dependence and 

 helpfulness. It is related to, and dependent upon, soil 

 and rain and sunlight and wind. It is related to the 

 insects which feed upon or fertilize it. It has a rela- 

 tion, of similarity or difference, to a host of other 



