148 NATURE STUDY. 



lesson, is impressed with the aim of the work in hand, 

 who knows exactly what he is looking for or trying to 

 do, like the child who knows he is going to grandma's 

 or to the toy-store, is much more apt to go directly 

 toward his destination. When they are asked to study 

 the buttercup, most children will do very little. When 

 they understand that each pupil is to see how much he 

 can discover about the parts of the buttercup flower, 

 what each part does, how it does it, how it is fitted for 

 its work, each is much more apt to observe and think 

 for himself. 



The aim must be stated in such a form, however, as 

 not to tell the pupils what they should discover for 

 themselves. When the children are told, " To-day we 

 are going outdoors to discover how and from what dirt 

 or soil, is made," they are given something definite to 

 do, and are apt to do and think much more than if they 

 are told, " To-day we will find that rocks break down 

 into soil or dirt, and that leaves decay to form soil." 

 In the second case they do not go out to investigate for 

 themselves, but simply to verify what the teacher has 

 told them. 



Now comes the question, What characteristics of 

 the child mind are most marked or what laws of child 

 development have the most weight in determining 

 method ? 



In genuine nature study the child is studying under 

 the most natural conditions. He is gaining knowledge 

 for himself through his senses, the natural method. 



