148 Education through Nature 



IX. WRITING. 



Step Nine cannot be taken by pupils who have not 

 learned to write. At the very beginning of the pupil's 

 school work, nature study should be used chiefly with 

 a view to teaching reading and writing. (See Primary 

 Method, Section 12). 



Writing in connection with this work is important. 

 It not only affords means of expressing ideas that 

 cannot well be expressed in drawing, but it is the 

 most natural way of learning spelling, penmanship, 

 and composition. Written work possesses the char- 

 acter of permanence more strongly than oral language, 

 and hence is more favorable to accuracy and delibera- 

 tion in the statements. Errors can be marked and 

 the object re-examined without the risk of losing 

 sight of the problems. The written work should 

 also command more forethought in arranging the 

 matter to be communicated, and thus contribute to a 

 better assimilation of the knowledge gained. 



The question as to the place of the imagination in 

 this part of the work is the same as in oral speech. 

 The two aspects of the subject should be separated 

 as sharply as possible. We naturally make allowances 

 in extemporaneous speech, but instinctively demand 

 greater accuracy and deliberation in written work. 

 There is no reason why the pupil should not conform 

 to this law of our nature. Again, allowances must 

 be made as in the case of drawing. In dealing with 

 the facts let the pupil confine himself to them, but 

 give him the opportunity to express his appreciation 

 at the end in whatever manner his fancy may dictate. 

 We are entitled to liberty when we have earned it, 

 and may properly use exclamations after we have 

 shown that there is something to admire. 



The educational value of that deliberation and 

 carefulness in statements of facts and that accurate 



