Education through Nature 



56. There is little danger of knowing too much 

 about nature; the danger is all on the other side. 



57. He is a poor teacher who does not prepare 

 his work. 



58. There is a limit to the pupil's power of attention. 



59. Interest in school work can be measured by 

 its manifestation outside the school. 



60. Observation and experiment is the method of 

 science. 



6 1. In the pursuit of knowledge it is absurd not 

 to use all proper means at our command. 



62. Every object is a part of a larger whole its 

 environment and is itself composed of parts. The 

 same method of study can, therefore, be used both 

 for the whole and for its parts, thus: 



Apple-tree. 

 Step i, n, m, iv, 



V, VI, VII, VIII, 

 IX, X. 



root (step i, n, m, iv, v, vi, vn, 



vm, ix, x); 

 stem (step i, n, in, iv, v, vi, vn, 



vni, ix, x); 

 leaf (step i, n, m, iv, v, vi, vn, 



vni, ix, x); 

 flower (step i, n, m, rv, v, vi, vn, 



vni, ix, x); 

 fruit (step i, n, in, rv, v, vi, vn, 



vm, ix, x). 



63. Proceed from the more extensive to the more 

 intensive study of things. 



64. The basis of interest in lower grades must be 

 variety; this should gradually give place in upper 

 grades to a desire for thoroughness. 



65. The teacher who is neither thorough nor en- 



