PROMOTING "NATURE STUDY" IN SCHOOLS.
43
chapters of Hard Times by Charles Dickens, in which that great master had
many years ago satirised the cut and dried pedagogy of his time. He pointed out
that the Essex Field Club had from the time of its foundation included educa-
tional work in its programme, and he welcomed the new departure with particular
pleasure, because he considered that Nature-Study, properly conducted, was the
very best preparation for developing those faculties which he, as a member of the
staff of a technical college, had found wofully deficient in the generality of
students who entered the College after the completion of their school training.
He was glad of the present opportunity of again emphasizing the fact that
Nature-Study did not exclusively centre round the world of life, as so many
teachers thought : the inorganic was just as much a part of nature as the organic
environment. He commended to the teachers a serinus study of the writings of
Prof. L. C. Miall, whom he regarded as one of the greatest pioneers in this
subject, and from whose works the real spirit of Nature-Study could be most
readily acquired. He suggested that if Prof. Miall could be induced to come and
give them an address or lecture, they would all profit by it. He strongly con-
demned that type of little cram book on Nature-Study which had of late years
been in the market, and which in many cases was nothing more than a compilation
written to order for some particular set of photographs or illustrations. If Nature-
Study had hung fire hitherto, it was chiefly owing to the difficulty of getting the
right kind of teacher; they wanted teachers who were in real sympathy with
nature—the book-taught teacher was no use; they required teachers who had
wandered about the country and had observed for themselves. They must know
their subject thoroughly; the inquisitive child soon probed the shallowness of the
incompetent teacher. He was extremely glad that their President had taken the
subject in hand, and he felt sure that the Club would do everything to promote
the use of their Museum for developing the subject of Nature-Study in the
district. He was of opinion that very little teaching of classes of children could
be carried on in any museum—Nature-Study was a subject for the fields, woods,
and commons; the museum was primarily intended for the use of the teachers.
Mr. G. G. Lewis (Headmaster of Kentish Town Road School, Loudon
County Council) considered the teachers in the West Ham districts were
extremely fortunate in having such a museum at their disposal. Ths
specimens not only made a fine collection from the naturalists' point
of view, but a number of the cases were deliberately arranged for the
benefit of the teacher. He was much struck with the Rock Collection. Were
the museum near his own school, he would prefer to take his boys to it, rather
than to Jermyn Street or South Kensington Museums. The Curators had
picked out with unerring aim the essential rocks and arranged them most
skilfully with connective readings. It was really a magnificent geology book
with natural specimens instead of illustrations in black and white. In fact a
teacher needed little knowledge of geology to give a good lesson with those cases
to aid him. The specimens of seasonal flowers and of Tree-buds were likely to
prove most useful. He was glad to see the trees receiving attention. Teachers
would be wise to use them very freely as Nature-Studies. Trees were big.
Trees were always in evidence, auct it was easy to get a plentiful supply of
specimens for a natural study lesson. Every boy should know his trees before he
left school. In conclusion Mr. Lewis trusted the teachers would make full use
of the new roam shortly to he placed at their disposal for class purposes. Once
again he considered they were extremely fortunate, and he envied them greatly.