36 PROMOTING "NATURE STUDY" IN SCHOOLS.
but secondly, in spite of this, it must be said that very few of the schools seem to
do themselves full justice, and I make this criticism, not only from seeing the
exhibits, but from a knowledge of the work of the schools themselves. The
Froebel Institute is among the exceptions. The third point is, I am sorry to say,
that there seems a general tendency still to consider Nature-Study as a special
"Subject." It is true that in some cases instances of correlation are given, but
even after allowing for the difficulties of illustrating methods, one is bound to say
that in many cases excellent science work is dubbed "Nature-Study."
Perhaps as good work as any is done in what the Dulwich High School
straightforwardly calls the science garden. I have come to the conclusion that
when the next big Nature-Study Exhibition is organised, if any real advance is
to result from it, exhibits in certain directions must be asked for, and that after
the best of these have been picked out for commendation they alone should be
exhibited to the public. There are disadvantages in connection with the usual
exhibitions, for people are quite as likely to go away with wrong ideas as with
right ones, if the exhibits are not properly described.
May I particularly call the attention of those who are going to examine the
exhibits to those of the Froebel Institute, for they not only enable one to judge
what kind of work is done, but the aims and objects sought are carefully set
forth in the schemes which form an important feature of the display. It may be
very well to try to fill up the space allotted in an exhibition with a number of
books that those who are interested specially in the work may look through, but
there is a distinct advantage in making everything of importance visible at once
to the spectator.
I quote here the aims of the Froebel Institute as regards its students who are
to become teachers, as the first shows how the children in turn will be taught,
and the others deal with the teachers' preparation.
1. To train in observation, reasoning, and a clear expression of facts
observed.
2. To afford a sufficiently wide survey of the facts of natural history, to
give an interest in, and to form a basis for, the understanding of the more
important biological theories.
3. To aid in the adaptation of scientific knowledge for the purpose of
Nature-Study with young children of various ages.
It might be added that the Froebel Institute mikes free use of the Natural
History Museum in its work, and that the schools in Leeds and elsewhere
include visits to such institutions as part of their curricula.
I now turn to exhibits meant for Teachers, and while recognising the immense
usefulness of properly labelled specimens in the teaching of natural history on
both animal and plant sides, I must in a great measure confine myself to such
exhibits as are of use in promoting the informal observational work which deal*
with plants and animals. It is, of course, because these appeal strongly to
children and to many teachers, that other branches of Nature-Study, such as the
sun, the clouds, and various forces at work in moulding the earth's surface, and
the geography of the district, have less attention paid to them.
The exhibits that can be made in the school may very well consist in the first
place of records of work done. For instance if the life-history of au insect is
studied, the various stages may be preserved as the work goes along, and the
whole examined and set up permanently at the end. One drawback to be