OUTLINE OF NATURE STUDY. 9 



2. To natural environment. The plant or animal is related to water, 

 and soil, and food, and air. This brings out life and function, and adap- 

 tation of structure to function or work, and impresses mutual dependence 

 and cooperation. 



3. To past and future. The study of plant and animal is very incom- 

 plete until we investigate its life history. The raindrop is but one stage 

 in a vast series of changes or transformations. The fragment of rock or 

 of soil is most wonderful and instructive when considered as a history of 

 the past or a prophecy of the future. 



4. To other individuals, similar and dissimilar, leading to comparison 

 and classification. 



5. To other phenomena, bringing out relations of cause and effect, and 

 leading to general principles and laws. These relations are prominent in 

 physics and chemistry. 



6. To man, ministering to his spiritual, ethical, esthetic, and material 

 nature and needs. Nature must be studied in its relations to man's higher 

 nature, leading to the best in literature and art, and in its utilitarian or 

 practical relations. 



7. To the Creator. Nature reveals a Protector and Planner, and points 

 to a purpose and first cause. Nature study misses its highest object and 

 greatest value unless it leads to that which is above nature. 



8. To the school and to school ivorJc. As a means of interesting and 

 stimulating children ; as a basis for expressive studies — writing, reading, 

 drawing, modeling, painting, arithmetic; as a preparation for and aid in 

 geography and literature. 



IV. By the Child. 



Not merely by the teacher, or by the bright or interested children, but 

 by each child individually. 



V. From the Child's Standpoint. 



Not from the point of view of the mature mind, but as seen by the 

 child, through the child's eyes, emphasizing life and action, habit and 

 function, life history, leading later to structure and classification. 



VI. By the Teacher. 



Not merely by the children. The teacher must study nature — not 

 merely books — if she would lead the child to do the same. 



VII. "With the Child. 

 Teachers and children fellow-investigators of truth. 



VIII. As A Means of Developing the Child's 

 Higher Nature, 



Spiritual, ethical, esthetic. 



