PROMOTING "NATURE STUDY" IN SCHOOLS. 41
to see the marvels, the delights of Nature, believing that in thus clearing their
vision we are doing more than by any other means is possible to create interests
in their lives which must profoundly affect their future moral and intellectual
well-being. The first thing in order to promote such Nature-Study as this is
that the teachers of these children should themselves possess the habit of
observation and study of natural objects and phenomena—themselves have their
eyes opened so that they may become enthusiasts, and that they should possess
that knowledge which is necessary to enable them to lead their children in the
most profitable directions, especially so far as natural history is concerned. The
object of the present meeting is to enquire—How far can the Essex Field Club and
the Museum help?
Councillor T. W. Watts, speaking as Chairman of the Education Committee
of the Borough of West Ham, said at the outset he should like it to be under-
stood that his Committee was very desirous that the Museum should be made as
useful as possible for the schools and students in the neighbourhood. The
Committee would very willingly further the efforts of the Curator in this
direction, and provide the kind of specimens and illustrations likely to aid the
teachers and interest students. In the practical work of education it would be
most valuable to lead the children not only to thoroughly understand what they
are taught, but also by the methods of Nature-Study to induce them to discover,
to reason about their observations, and to think things out for themselves.
Mr. A. F. Hogg, M.A. (Principal of the Technical Institute), wished to
emphasise the value of the Museum as a place of reference. The collections
would be found to include not only examples of the common objects of Natural
History to be met with locally, but also carefully selected series of types to show
the similarities and differences of kindred forms. In addition, the library was an
absolute essential and could be of the greatest service. He did not attach any
great value to any system of circulation of cabinets or of previously arranged
collections, though perhaps good might be done where specific objects tor class
illustration were asked for by the teacher. The Museum should be of service to
the teacher as it stood, as a place of reference and research, and as a place
which he might visit in company with a small group of children at a time, and to
which he might direct them at their leisure to see and draw some specific object or
series of objects. A small room could easily be arranged for demonstrations.
But the Museum only would not make a Nature Student. If we are to give
to this term its proper meaning a certain amount of training in scientific method
is absolutely essential. And not only this, but a large gift of enthusiasm of that
love of living things and of interest in all things which is born in some and
slowly produced in others as a result of continual contact with some in whom
this love burns strong. There is too great a tendency in arrangements for
Nature Study to neglect the daily environment of the children, in which their
main interest is bound to lie, and to convert into a series of Natural History
object lessons a scheme which, properly handled, may be a most useful educational
instrument and a bond of union between teacher and child. Mr. Hogg
concluded by advocating the formation of a Teachers' Rambling Club, making
its headquarters at the Museum.
Mr. W. Cole (the Curator) assured the meeting that the Council of the Club,
to whom the scientific arrangement of the Museum was confided, were most
desirous of meeting the wishes of the teachers in making the place of use, and
would carry out these wishes in every way practicable. He was happy to feel