Mr. Sadler's Address 277 



because it trains the mind to the accurate observation 

 of things as they are; accustoms it to notice cause 

 and effect, the force of inherited aptitude, the power 

 of environment and the value of adaptiveness com- 

 bined with tenacity; and makes it sensitive to 

 beauty. 



An intelHgent study of nature, combining work out- 

 of-doors with that done in the laboratory and class- 

 room, quickened the intellectual interest of all pupils. 

 Interest in Nature-study was readily imparted by 

 teachers who are themselves interested in it. In the 

 earlier stages of education. Nature-study should not 

 be specialized. One main purpose should be to make 

 children realize the inter - connection of different 

 branches of knowledge. Nature-study should there- 

 fore be associated with practice in drawing and 

 painting and other forms of artistic expression and 

 of manual training. Nor should it be divorced from 

 books. It deepened the understanding of the best 

 literature; for example, a knowledge of some of the 

 writings of Bacon and of Wordsworth should be an 

 essential part of Nature-study for English-speaking 

 boys and girls. Any systematic study of physical 

 forces involved the study of mathematics. And the 

 habit of studying the life-sciences prepared pupils to 

 realize, in their study of history, how great had been 

 the influence of climate, geographical position, fer- 

 tility of soil, quick intelligence, and steadfastness of 

 national character on the course of human develop- 

 ment. 



Thus Nature -study should be regarded not only 

 as a subject by itself, but as an influence which would 

 permeate the whole range of school studies and affect 



