drawing a dead bug, even though observed "right end first."

Beauty of Life. There is one aim of nature study in particular that should be emphasized, the beauty and worth of the living thing, and its right to live unless it works harm to man or its body is needed for his legitimate use.

That relic of the barbaric days of the race, the silly desire to kill by trap or gun harmless animals for "sport," should disappear before interest in the lives of animals. The glory of the hunter who bravely hides in ambush and shoots a harmless unsuspecting bird or deer for mere pleasure should be turned to shame. If the children desire to hunt, the camera is a much better implement than the shotgun and secures vastly more interesting results.

This change is bound to come as we become more enlightened. Since the introduction of nature study into schools, within my recollection, cruelty to animals by both children and adults has been greatly lessened. Our entire nation has become more humane. The next step is the elimination of the "sportsman" who sneaks behind a tree to shoot an inoffensive beast or bird, giving him no chance even for a fair fight for his life.

Nature study should leave the children richer in appreciation of the wonders and beauties of the world about them, with eyes keener, spirits fresher, sympathies broader for all creatures, and themselves in the way of becoming larger and simpler men and women.

CHAPTER XIX

NATURE STUDY

METHODS OF INSTRUCTION

THE method of nature study in the elementary school has been too often a feeble copying of the method of the scientific laboratory of the university or of the investigating specialist, whereas it should be almost its antipode.

Natural Setting. Wherever possible, as was clearly indicated in the preceding chapter, it should consist mainly of the study of objects in their natural setting and of phenomena as and where they occur, the teacher always having in mind that the aim is chiefly, not to give scientific knowledge, but rather to arouse interest, even enthusiasm, regarding that which is all about us.

Study out of Doors. Whenever possible also, and it is always possible in the country and in small towns, it should be at first out-of-door study and of common everyday objects and phenomena. A garden cultivated on the school grounds is the best laboratory for the study of plants and of some animals. The growth of flowers or common herbs from bud or bulb to maturity is a never-failing source of pleasure and interest, and makes possible the consideration of soils and of the various friends and enemies of the plants. It is not necessary to elaborate upon school gardens. several books that treat this subject fully factorily.

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Field Excursions. The field excursion is another excellent means for developing interest and acuteness of observation, and provides opportunity to gather material for indoor study.

The groups going on such an excursion should be small for each teacher. While the children should be encouraged to observe all the phenomena, excursions should have some definite aim, as the action of a brook, the growth of some particular crop, the study of certain nesting birds, the observation of the habits of some animal in its native habitat. If possible a good field glass and a camera should be taken, the former to enable the observer to watch the actions of animals without disturbing them, and the latter to obtain accurate and permanent reports of especially interesting and illuminating appearances.

It is well for the children to take notes of what they observe, to be discussed later in the schoolroom, and possibly written about for language exercises.

Out of doors the large and plainly visible aspects of nature should be studied, such as cannot be observed in the schoolroom: in the physical realm, such things as the effects of winds and of rain, of clouds, and of running water; in the realm of living things, the grouping of trees and plants in pastures and in woods, the habits of birds in pairs and in flocks, and of groups of animals at pasture.

Nature Study in Cities. The city presents its own. problems. But in most of even the larger cities occasional excursions to the fields or to the parks are possible, and in some cases room for gardens is obtainable in the school yard or upon the roof.

Window boxes, also, in which carefully chosen seeds germinate and grow to maturity, are always possible and offer opportunity for much interesting observation and discussion.

In the Schoolroom. Nature study in the schoolroom naturally requires a method quite different from that out of doors. Here, in the main, individual objects must be studied, removed from their natural setting. These objects should be such as naturally interest children, and are readily obtained. The domestic cat, dogs, rabbits, chickens, are better than the amoeba or even the crayfish.

Study Function. The study of these objects should be the study of function or of anatomy as related to function and never of mere anatomy. Dissection should be always taboo. An excellent study is that of the comparison of the different functions of similar organs of different animals, as the the fore limbs of fishes, birds, quadrupeds, and man. The questions that always call for an answer are: organ for? What does the animal do with it? How does it contribute to his needs as a, living being? Suppose noses are the subject. What kind of nose has the rabbit, the cat, the dog, the pig, the child? For what does each one use his nose? How does its particular form administer to its usefulness?

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The degree of intelligence displayed by different animals is an interesting topic. What does each one do through sheer instinct? What actions are dictated by intelligence and some degree of reason?

Relation of Man to Nature. Then always the relations to man of the objects or animals observed

should receive careful consideration. What does each contribute to our well-being, and how?

This study should lead to a consideration of the treatment of living nature, both plants and, especially, animals. What is due each one, from us? How far are the lives of lower creatures sacred? Under what circumstances may they rightly be taken? When and to what degree should they be unmolested? To what degree of freedom are these creatures entitled? What right have we to deprive them of freedom, to cage them, to utilize them? With older children, even the use and abuse of "vivisection " may be discussed with profit.

Correlation. As has been intimated, nature study is readily correlated with other subjects, notably with language study. But, for this purpose, the study should be of nature as it is, the sky, the weather, the brooks, the hills, the birds and beasts, all in natural setting. Nature studied in this way is the best introduction to geography. Nature study should also be closely allied with physiology, as indicated in chapter XXI. Of all the possible correlations, that of the greatest importance is with literature. Mere informational books about nature are dangerous in the school. They are apt to be substituted for first-hand observation. At the most they should be used only to supplement and explain what has been observed. But the study of the poets of nature and of such prose writers as Thoreau and Burroughs is most useful in connection with direct observation. These are they who see the hidden spiritual significance of the phenomena of nature. They point out the rich analogies between the wonders and beauties of the physical world and the spirit of man.