l84 HOW NATURE STUDY SHOULD BE TAUGHT 



never intend to make use of in the schoolroom ? 

 That is, how much of my nature-study work is 

 personal and how much utilitarian ? 



4. How long could I visit at an isolated home 

 in the country, or at the seaside, and not find life 

 a burden ? 



There is no element of injustice in question I, 

 as it may at first suggest. The right kind of 

 nature study in its continuance under varied 

 circumstances and vocations is not comparable to 

 science, mathematics, or classics, but to music, 

 poetry, general literature, and art. It should be 

 a favorite avocation as well as vocation, a pursuit 

 that recreates. 



Now for a test as to the amount of nature study 

 in a school. 



1. After eliminating every method of viewing 

 natural objects to which the term science may not 

 be inappropriately applied, how much remains? 



2. Without in the least detracting from the 

 merits and advisability of correlating other school 

 interests with nature study, take away all studies 

 so correlated, and how large a nature study nucleus 

 remains ? 



3. A country boy out of the schoolroom gets a 

 vast amount of nature study, but very little of 



