134 
and School Gardens," ty James Ralph Jewell, Bulletin 368, Bu- 
reau of Education, Washington, 1908. Also, "The Place and 
Practice of Nature-Study in the Elementary School," by O. W. 
Caldwell, Proc. N. E. A., 1909, pp. 471-473. 
Before dismissing this cursory statement of nature-study, we 
may review some of its fundamental axioms. The keynote is 
sympathy with the world in nature. Keep the child an investi- 
gator. Stimulate personal investigation. Make the child's in- 
terest predominate, it is his world, not the textbook's. Cultivate 
the spirit of comradeship, shrink not from saying, 'T do not 
know," when occasion demands. Make such occasions stimuli 
for personal observations. Do not attempt to ''explain" every- 
thing — all the wisdom of the ages can not explain a single blade 
of grass. Cling to simplicity of method, and uniformity of at- 
mosphere. Nature-study cannot be reduced to formal plans and 
schedules. 
The Utility of Plant Materials. — There is such a wealth of 
plant material in Hawaii, as has already been indicated, that its 
practical utility in nature-study work is obvious. Not only is a 
great variety readily secured, but our sub-tropic conditions fa- 
cilitate the study thereof. 
Plants may be studied in three different modes — 1. By going 
afield and studying them in their natural environments. This 
involves the planning of trips and excursions. 2. Collecting 
specimens, and using these in the class-room as illustrative mate- 
rial. In this manner interesting collections may be accumulated. 
3. Planting, in the school grounds, all the plants studied that 
are adapted to such conditions. The grounds may be beautified 
thereby, and a living botanic museum is established, which may 
be drawn upon at any time for requisite material. School gar- 
dens are useful in this capacity. A skillful teacher will make 
use of all three of these modes inasmuch as they mutually sup- 
plement one another. 
(Conclusion next number.) 
