i8o Handbook of N ature-Study 



7. What is there pecuHar about the eyes of the johnny? Describe 

 the eyes and their position. What reason is there in the Hfe of the fish 

 that makes this position of the eyes advantageous? 



8. Where do we find the johnny darters? In what part of the 

 stream do they live ? Are they usually near the surface of the water or at 

 the bottom? 



"To my mind, the best of all subjects for nattire-study is a brook. It affords studies 

 of many kinds. It is near and dear to every child. It is an epitome of the nature in 

 which we live. In miniature, it illustrates the forces which have shaped much of the 

 earth's surface. It reflects the sky. It is kissed by the sun. It is rippled by the wind. 

 The minnows play in the pools. The soft weeds grow in the shallows. The grass and 

 the dandelions lie on its sunny banks. The moss and the fern are sheltered in the nooks. 

 It comes from one knows not whence; it flows to one knows not whither. It awakens 

 the desire to explore. It is fraught with mysteries. It typifies the flood of life. It 

 goes on forever. 



In other words, the reason why the brook is such a perfect nature-study subject is the 

 fact that it is the central theme in a scene of life. Living things appeal to children." 



"Nature-study not only educates, but it educates nature-ward; and nature is ever our 

 companion, whether we will or no. Even though we are determined to shut ourselves in 

 an office, nature sends her messengers. The light, the dark, the moon, the cloud, the 

 rain, the wind, the falling leaf, the fly, the bouquet, the bird, the cockroach — they are all 

 ours. 



If one is to be happy, he mtist be in sympathy with common things. He must live in 

 harmony with his environment. One cannot be happy yonder nor tomorrow: he is 

 happy here and now, or never. Our stock of knowledge of common things should be 

 great. Few of us can travel. We must know the things at home. 



Nature-love tends toward naturalness, and toward simplicity of living. It tends 

 country-ward. One word from the fields is worth two frotn the city. "God made the 

 country." 



I expect, therefore, that much good will come from nature-study. It ought to 

 revolutionize the school life, for it is capable of putting new force and enthusiasm into 

 the school and the child. It is new, and therefore, is called a fad. A movement is a fad 

 until it succeeds. We shall learn much, and shall outgroiv some of our present notions, 

 but nature-study has come to stay. It is in much the same stage of development that 

 manual-training and kindergarten work were twenty-five years ago. We must take care 

 that it does not crystalise into science-teaching on the one hand, nor fall into mere 

 sentimentalism on the other. 



I would again emphasize the importance of obtaining our fact before we let loose the 

 imagination, for on this point will largely turn the results — the failure or the success of 

 the experiment. We must not allow our fancy to rttn away with us. If we hitch our 

 wagon to a star, we mu.'t ride with mind and soul and body all alert. When we ride in 

 such a wagon, we must not forget to put in the tail-board." 



— L. H. Bailey in The Xature-Study Idea. 



