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UNIVERSITY OF CALIFORNIA—EXPERIMENT STATION 
STUDY OF PURPOSE, PRINCIPLES, ETC., OF 
NATURE STUDY 
REFERENCES FOR READING AND CLASS DISCUSSION 
1. Bailey—The Nature Study Idea. 
2. Comstock—Hand Book of Nature Study for Teachers. 
3. Coulter and Patterson—Practical Nature Study and Elementary Agriculture. 
I. What Nature Study Is. 
A. Bailey, Chap. I, pp. 1-15. 
1. A movement originating in the common schools for a specific pur¬ 
pose. Name it. See p. 4. 
2. Nature may be studied with either of two objects, p. 5. 
3. Contrast of Nature Study method and formal science method, p. 5. 
4. Evolution of a new intention in Education, p, 11. 
5. Things essential to teach nature, p. 13. 
B. Comstock, Part I. 
1. Observation and object of Nature Study teacher, p. 1. 
2. What nature study should do for the child, pp. 1, 2. 
C. Coulter and Patterson, pp. 1, 2. 
1. Object of Nature Study, p. 1. 
2. Character of material, how determined? p. 1. 
II. What Nature Study Is Not. 
A. Bailey, Chap. Ill, pp. 29-35. 
1. Not the teaching of science—not the systematic pursuit of a logical 
body of principles, p. 30. 
2. Not reading nature books, p. 30. 
3. Not the teaching of facts merely for the sake of facts, p. 31. 
4. Not a program for the teaching of morals, p. 32. 
5. Not the adding of one more thing to a course of study, p. 33. 
III. The Spirit of Nature Study. 
A. Coulter and Patterson, pp. 60-74. 
1. The “atmosphere” of nature study, p. 61. 
2. Value of enthusiasm, p. 61. 
3. Danger of making enthusiasm the only test of an effective nature 
study spirit, p. 61. • 
4. The kind of exactness that kills nature study, p. 62. 
5. The plea for the salvation of enthusiasm, pp. 62, 63. 
6. Value of the open mind. pp. 64, 65. 
7. Need of a spirit of inquiry, pp. 65, 66, 67. 
8. The desire for truth, pp. 68, 69. 
9. Persistence, pp. 70-72. 
10. The special subject, pp. 72-74. 
