Mr. Rose's Address 209 



The final question for consideration is, " May any 

 advantages generic to the teacher's main purpose be 

 expected to result from Nature-study?" 



Many enthusiastic advocates and promoters of 

 Nature-study assure us that we shall miss the mark 

 if we attempt anything like definite teaching in con- 

 nection with Nature-study; that it is pernicious to 

 expect any tangible results. 



They go so far as to deprecate anything which can 

 by any possibility be considered a specific course in 

 any of the " ologies ". 



Simple, recorded observation of Nature, with the 

 obscure ungaugeable transformation of mind which 

 that observation will produce, is all that they ap- 

 prove. 



But Gilbert tells us that even the enterprising 

 burglar loves to hear the little brook a-gurgling, while 

 for practical Nature-knowledge the hardened village 

 poacher would often take a lot of beating. And 

 teachers will probably feel that Nature-study alone 

 will hardly correct any of that inherent moral obliquity 

 which it is their sorrow to meet so frequently in their 

 pupils. 



Opposed to those who look for no results are the 

 enthusiasts who look for great socio-political results 

 from courses of Nature-study. 



Untrammelled intercourse with and knowledge of 

 Nature in all her varying moods and methods will, 

 they assure us, fix the youthful peasantry to the land ; 

 and they call for the aid of the teacher. 



" Give ", they say, " unlimited and properly-pursued 

 Nature-study to the rustic youth, and the towns with 

 their artificial attractions will no longer allure him 



o 



