CHAPTER IV 



THE DANGERS OF NATURE STUDY 



Introductory. — Even when the purpose of nature study 

 is clear in the mind of the teacher there are numerous pit- 

 falls for the unwary. They may be very readily discerned 

 by visiting schools or by reading books that are serving as 

 guides to many teachers. The earnest work of teachers 

 is fully appreciated, but if earnestness in certain things seems 

 to be misdirected it is wise to call attention to that fact. 

 Some of the following criticisms may develop differences 

 of opinion and then the teacher is to be the judge; the 

 justice of others is more evident, for the faults referred to 

 are very far from the real purpose of nature study. 



The Teacher. — Here lies the fundamental danger in all 

 teaching. Methods and material may be well organized, 

 but the teacher is able to make them ineffective. This is 

 peculiarly true of nature study, for if it is not well done it 

 is worse than useless. The studies long established in 

 elementary schools are so well organized that even poor 

 teaching may result in some progress, but nature study is in 

 the experimental stage, and to experiment takes initiative 

 and ideas. As a consequence, the results obtained from 

 nature study have not encouraged its introduction or 

 maintenance to so large an extent as it deserves. It has 

 been decried as a fad that will die out, as a thing with no 

 educative value, as an impractical and nerve-racking time- 



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