2i8 Fourth Conference 



study of Nature's mysterious processes, the discovery 

 of her objects, the study of science based upon Nature, 

 are probably more interesting and engrossing than any 

 other kind of education. 



In conclusion, I should like to say how greatly I 

 sympathize with the difficulties of urban schools in 

 obtaining Nature-study, at any rate in its perfection. 

 There is no reason, however, that it should be wholly 

 excluded from them, and I hope to see the day when 

 school excursions into the country are more frequent 

 and more easily undertaken than at present 



Nature-study, if it is to be thoroughly and satis- 

 factorily given, should be mainly an outdoor occu- 

 pation in the large, fresh air; and I think it may be 

 pursued at all times of the year in fine weather. I 

 wish the urban schools could get more facilities for 

 such study, which, among its other benefits, would 

 greatly conduce to the health and physical develop- 

 ment of the children. We have been too much accus- 

 tomed to think of education as a thing necessarily 

 obtained in a school-room. It is surely better to get 

 it in the fresh air and large room of the open fields 

 or woods, if you can, and as far as you can. 



But even in the rural districts, I believe that the 

 facilities for, at any rate what I may call home 

 lessons in Nature, are becoming more limited. Surely 

 every cottager should have his garden, if possible 

 surrounding his cottage. But I fear that there is a 

 tendency, because of its cheapness and because of 

 its profit to the builder, to build the cottages required 

 in rows along the village street, without gardens; and 

 to, in fact, urbanize our villages. And I fear that there 

 is no remedy for that. 



