The method of nature-study is the expression of the inner impulsionof the teacher. The methods are of course many, but some of the mostimportant lines of approach may be expressed under a half dozen heads.
1. Direct observation of the objects and phenomena.
2. Clear identification. Identification is a primary educationalprocess, but far too much neglected. One who is able to identify the kids ofthings, whether of plants, stones or animals, should also re able to identifyideas and phenomena,
3. Actual contact with the objects and situations, This means fieldstudy, going to the places where the things are.
4. The effort t o relate the objects and phenomena to their environmentrather than to take them away from the it naturalseating.
5. It begins with things as they are, as theypresent themselves naturally, and not with dissections or what in the higherranges is called laboratory work.
6. Nature-study is not the telling of stories, although stories and thegiving of information may very well follow when the pupil has learned theobject or the situation itself.
We may consider what nature-study is able to accomplish. The resultsfollow naturally from the methods.
1. It presents nature as it is, in a whole view,and not as an analysis.
2. It should remove the fear and the dread of nature, under which mostof us live.
4. It tends to overcome the imitative tendencies, by giving the childsomething of its own to consider.
5. It should develop an overpowering regard for truth f or its ownsake. Nature is the fountain of truth.
6. It should constitute a good and unfailing preparation for thesubsequent study of science.
7. It should vividly stimulate the imagination.
9. It should provide entertainment and satisfaction for the lonelyhours. Most persons are afraid to be alone.
10. It should engender a wholesome appreciation of literature.
11. It should lead to simplicity, to satisfactions in the commonobjects and circumstance s of life.