HOW NATURE STUDY SHOULD BE TAUGHT III 



In other words, he pulled out the object glass 

 from " the college and high school " end that 

 seemed to be " poorly fitted," and substituted 

 another in the form of a series of chapters on 

 technical science, diluted and labeled, botany, 

 zoology, chemistry, and mineralogy. 



I am not asserting that this is not a helpful 

 book. It is. It has many excellencies, but it is 

 wrong end to, and in this misfortune it is not 

 alone. 



But recently a few educators have pulled the 

 telescope sharply around. Probably the most 

 marked and eiificient movement has been made 

 by Professor Bailey. Here is his acute vice 

 versa : 



" Nature study is a revolt from the teaching of 

 mere science in the elementary grades. . . . 

 Nature study is not science. It is not fact. It 

 is spirit. It is concerned with the child's outlook 

 on the world. . . . On the main thesis, that 

 Nature-study teaching is one thing and that 

 science teaching for science's sake is another, I 

 have no hesitation." 



Strange that it took so long to realize this fact 

 in nature-study work, and to get the thing vice 

 versa. For, after all, it is merely applying to 



