the necks of young birds, or bark a young tree. With his sympathies thus fully aroused 

 towards animals and plants the}' will not long be withheld from his companions and the 

 foundation is well laid for the development of all the ethical traits. Without this basis the 

 moral structure that the teacher attempts to erect is unstable and liable to go to pieces just 

 when it is most needed. ** 



6. AESTHETIC TRAINING. As the result of the Nature work of the elementary school 

 the child is led gradually to appreciate the unity and harmony that everywhere characterizes 

 Nature and her laws; the common source of energy, the unity in structures, harmonious and 

 uniform laws of development, and the striking similarities found in the physiological processes 

 of plants and animals. As he gains a deeper insight into Nature's laws and processes he 

 appreciates more and more the principles of adaptation and the dependence and interdependence 

 of the three kingdoms of Nature. There is no longer presented to him "the appearance of an 

 inextricable chaos but that of a well-ordered mechanism, its parts fitting exactly to one another, 

 ruled by unchangeable laws and engaged in perpetual labor and production." All the beauty 

 that we recognize in Nature results from this unity, order and perfect adaptation of organism 

 to environment and organ to function. Insight into Nature is required in order to fully 

 appreciate this beauty, whether of the snowrlake, the leaf, flower or ocean shell. In the 

 inorganic world all that pleases and fascinates the eye is the result of unity, order and har- 

 mony. In the organic world that only is beautiful which is useful and an understanding of 

 the utility secures a deeper appreciation of the beauty. So far as art is the representation of 

 Nature it can be interpreted and fully enjoyed only through the fund of concepts obtained by 

 direct contact with natural objects and natural phenomena. So long as our choicest literature 

 is inspired by, and filled with illustrations drawn from Nature, so long will it be necessary for 

 the individual to go to this fountain-head for the store of apperceptive knowledge. 



7. FOUNDATION FOR RELIGIOUS BELIEF. In contrast with the English and German 

 schools the teaching of religion in American public schools is, rightly or wrongly, forbidden. 

 It becomes the duty and privilege of the Nature Study to lay a foundation for the religious be- 

 lief that is based upon no particular creed or word of authority; a foundation that is built up 

 as the result of the child's own cogitation and to which no sane churchman or layman will 

 interpose objection. The laws of development, to which we give the name evolution, account 

 for the modification of life but not its origin. The teaching of science to-day is that life does 

 not originate of its own accord spontaneously but that it is always derived from some pre- 

 existent form of life. The inference is justified that the original life mu^t have been created 

 and hence that there is a CREATOR. The unity, order and harmony eve^where found in the 

 universe points to the singleness of this Creator. The tremendous energies that we have been 

 able to trace to the sun point to that body as endowed with energy beyond the comprehension 

 of the human mind. Knowing that this luminary can not originate energy and that it is but 

 one of millions of similar bodies, we are driven to the conclusion that there must exist an 

 Agency that is all-poiverful. Everywhere in Nature we find evidence of wisdom far beyond 

 the comprehension of man. The principles of Natural Selection explain many beautiful adap- 

 tations but we must never forget that these principles themselves must be explained and ac- 

 counted for. The supplying of our needs in proportion to our wants testifies to the supreme 

 goodness of this all-wise and all powerful Creator. Still further attributes to be clearly discerned 

 from a study of Nature are economy, foresight and patience. But granting and accepting all 

 this does not necessarily make the individual religious. Ther^must first be developed a feeling 

 of helplessness and dependence. Nature work need be carried through only a few seasons be- 

 fore the individual is firmly convinced that he is absolutely dependent upon other persons, 

 animals, plants and inorganic matter and that these all derive their ability to help him from 

 the sun. Here is where the sun-worshiper stopped, but all that he needed to make him truly 

 devout was to have some one point out Him who made the sun. 



B. Principles of Method. A charge that is often made against special schools for the 

 training of teachers is, they over emphasize methods and devices and tend to make machines of 

 their pupils. In too many cases in the past this accusation has been justified by the practices 

 of such schools. Upon the other hand some of our universities and colleges have completely 

 ignored the subject of method, claiming that if the prospective teacher has thoroughly mastered 

 her subject, she will find a way to teach it and this she will do, in the great majority of cases, 

 providing she has a body of children and sufficient time given her to experiment upon them. 

 As is usual the "happy mean" lies between these two extremes, it being possible to impart to 



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