HOW NATURE STUDY SHOULD BE TAUGHT II3 



to push the son to the other, where he may use 

 the nail. At first thought it seems as if more can 

 be seen by looking into the big glass, but a trial 

 of both ends of the telescope, or better still an 

 understanding of the optical principles involved in 

 its construction, informs which end is the right 

 end. Perhaps, at first thought, and not under- 

 standing the child, it may seem that the right way 

 to teach is to begin with a teacher who can tell 

 a great deal. But the more experience you have 

 with the child, the more firmly will you be con- 

 vinced that this first impression is not the right 

 impression. Begin and continue with him as an 

 original discoverer, so far as you are able, and as 

 far as he will admit of such treatment. 



It may, indeed, be quicker for the father to drive 

 all the nails, yet the purpose in pedagogy is not 

 to do the work, but to teach the pupil how to do 

 it. Telling the boy how to swim, or letting him 

 stand on the bank while you swim, will never 

 teach him the art. Let him get into the water 

 and splash and sink. He will gain strength and 

 skill and pleasure every time he goes under and 

 comes spluttering up. 



Even if you have made, and enjoyed some 



original discovery in natural history, do not tell 

 8 



