20 



THE PSYCHOLOGY 



have the recognition o'i rosemblanco as llu> actual mental process. The child is 

 constantly looking for resemblances, as is shown by his calling all four-legged 

 animals "'dogs;'" all moving mechanisms "toot-toots;" all coins "dollars." 

 When adults see a strange face, they immediateh' see a likeness to some familiar 

 face, which those familiar with both, fail to see at all. Hence, mental process 

 seems to jiroceed from noting resemblances to noting differences. In the study 

 of natvne, therefori', we will begin with noting resemblances, and later differences. 

 How is the squirrel like the rabbit? How does it differ? Carry the comparison 

 from whcile to part. 



4. This recognition o^ likenesses leads to a grouping of objects which are 

 more like each other than like all otlieis. This grouping is rudimentary and 

 tentative. With increase of analysis and compaiison, classification will became 

 more intensive as to species, and more extensive as to characteristics. At fiist, 

 objects are classed into two classes, with owo distinguishing characteristic. For 

 example, plants are either Phanerogams or Cryptogams, the one distinguishing 

 charateristic being the presence of a flower-. When we continue the classification 

 to the species, we have reduced the nunibei- of plants to one, which has many 

 characteristics distinguishing it from others. Hence, classification is seldom, if 

 ever, final. In nature study, therefore, we begin with large classes based on one 

 distinguishing characteristic, e. g. : Plants diviiied according to habitat ; plants 

 growing in swamps, in water, etc. After a fullei- analj'sis, we group them in 

 Orders, then in Genera, and finallj' species. At first we classify fiom exteinal, 

 concrete features ; later we base our classification on more ideal fedtures, such 

 as relationship of parts, etc. 



5. Whenever a phase of any object has been completely studied, the 

 knowledge gained should be arrangeil in an orderly way, either as a drawing, 

 diagram, or written composition. This will constitute a life historAot the subject 

 of study to date. Each life histoiy should be arranged in the same way so as to 

 expedite comparison. In any such summary unimportant details, whicli were 

 necessarily noted in the first analysis, will be omitted, whether the summary be 

 in one or other t>f the above forms. Such a summary is a preparation for the 

 process of genei-alization. In fact, advance in mode of expression from modelling 

 to the written symbol is a process of omitting details. The mode of expression 

 becomes more comprehensive, more being left lo be supplied by mental imager)-. 

 At this stage, therefoie, nature study is particularly associated with com|iosilion. 



6. Embryonic- development, in its relation to Science, is apart of nature 

 stud)-, which is moie properl}' part of High School work, but the development c>f 

 the frog, toad, fish, or slug may be observed b)' yoimg pupils comparativelj- well, 

 and makes a subject of intense interest. Second Hook pupils can stud)- the whole 

 life history of the frog or of the toad, from egg to adult, as easily as they can 

 .observe any other natural process. The study of the life history of the butterfly 

 is very easy, as is also that of the mosquito. C)flen only a part of the development 

 may be observed, but this observation may be supplemented by pictures and 

 verbal descriptions. However, the true bearing of such stud)' does not become 

 clear until an advanced stage of mental progress is reached. 



7. The highest stage of nature study is classification on a scientific basis. 

 This means that the discovery of relations amorig particulars has been carried to 



