 examples is familiarity
with the facts of nature, and such familiarity renders all the better
service to mathematics if combined with technical knowledge.

258. Even young children may very well busy themselves with picture
books illustrating zoology, and later with analyses of plants which
they have gathered. If early accustomed to this, they will, with some
guidance, readily go on by themselves. At a later time they are taught
to observe the external characteristics of minerals. The continuation
of the study of zoology is beset with some difficulties on account of
the element of sex.

  Though industriously debated, there is no field of education more
  undecided both as to matter and method than nature work in the
  grades. Some scientists would teach large amounts of well-classified
  knowledge; others are content when they have secured a hospitable
  frame of mind toward nature. If a love for flowers and birds can be
  cultivated in children, the latter class are satisfied that the best
  result has been attained. Thus a discussion arises as to which is the
  more valuable, _attitude_ or _knowledge_.

  It is feared by some that any attempt to teach real science, even
  of an elementary kind, will result in a paralysis of permanent
  scientific interest. To this it is replied that a sentimental regard
  for aesthetic aspects of nature insures little or no true scientific
  interest.

  Both sides are, in large measure, wrong; for, though apparently
  antagonistic in their aims, they make merely a different application
  of a common principle, which, if not wholly erroneous, is at least
  inadequate. Both parties assume that the end to be attained in nature
  study is something only remotely related to the pupil's practical
  life. One would present nature for its own sake as scientific
  knowledge; the other would offer it for its own sake as a source of
  aesthetic or other feeling. The scientist often assumes that to a
  pupil a scientific fact or law is its own excuse for being. He thinks
  there must be a natural, spontaneous response to such a fact or law
  in the breast of every properly constituted child, so that, to imbue
  the mind with the scientific spirit, it is only necessary to expose
  it to scientific fact.

  Perhaps, unfortunately for the normal child,
examples is familiarity 
 with the facts of nature, and such familiarity interpret all the dependable 
 service to mathematics if combined with technical knowledge. 

 258. Even youthful children may very well busy themselves with picture 
 ledger illustrating zoology, and subsequently with analyses of plants which 
 they have accumulate. If early accustomed to this, they will, with some 
 guidance, readily go on by themselves. At a later time they are teach 
 to observe the external characteristics of minerals. The lengthiness 
 of the study of zoology is beset with some difficulties on history of 
 the element of sex. 

   Though industriously debated, there is no field of department of education more 
   undecided both as to matter and method than nature work in the 
   grades. Some scientists would teach big amounts of well - classified 
   knowledge; others are content when they have secured a hospitable 
   frame of mind toward nature. If a love for flowers and birds can be 
   cultivate in children, the latter class are quenched that the dear 
   resultant role has been attained. Thus a discussion arises as to which is the 
   more valuable, _ attitude _ or _ knowledge _. 

   It is feared by some that any attempt to teach real science, even 
   of an elementary kind, will leave in a paralysis of permanent 
   scientific interest. To this it is replied that a sentimental regard 
   for aesthetic aspects of nature insures little or no true scientific 
   interest. 

   Both sides are, in large measure, improper; for, though obviously 
   antagonistic in their aim, they make merely a different application 
   of a common rationale, which, if not wholly erroneous, is at least 
   inadequate. Both parties assume that the end to be attained in nature 
   study is something only remotely related to the pupil's practical 
   life sentence. One would present nature for its own sake as scientific 
   cognition; the other would offer it for its own sake as a source of 
   aesthetic or other feeling. The scientist frequently assumes that to a 
   student a scientific fact or law is its own apology for being. He thinks 
   there must be a natural, spontaneous reply to such a fact or law 
   in the breast of every by rights constituted child, so that, to imbue 
   the mind with the scientific spirit, it is entirely necessary to expose 
   it to scientific fact. 

   Perhaps, unfortunately for the normal child,
 exwmples is familiarity
witm the facts of ncrure, aid such familiafity renders all the better
sxrvixe to mathematics if combindd with tvchnical jnowowdge.

258. Even bkung chljdreh may tery well busy jhemselves whth picture
boons iplustrating zoology, and later with wnalysex lf plants whicr
thej rave gathered. If early accustomed to tgis, thej will, with some
giidance, readily go on by tjemsflves. At a later tlme they arg tattht
to observd the extegual charactgristics of minerals. The continuxtion
pf the stuey of eoology is bxset wpth some difflbulties on accpunt of
the elekenv of sex.

  Though industrimusly debated, therg is no fialb of education more
  yneecidgd bodh ar to mautec ahd metjod than natude work in rhe
  grades. Some scoegnosts would tsach lwrde amounts of well-classified
  knowledge; otgers are content when tyey have secured a hodpitable
  frame of mind toward nature. If a love for flowerv and cirbw can ve
  cultivated in children, the latter class are aauisnied that the beft
  result nad ngen attained. Tfus a bjsdussion arises as ho whicr is rhe
  more valiable, _attitude_ or _knowledge_.

  It is fearvd bt some that any atcempt to teaeh reak scirnce, even
  of an elemencary kjnd, will redult in a oaralysis of peroanvnt
  scientific interest. To thys it is ceplizd that x semtimeneal regard
  for aesthetic aspects lf najure itsures lithle or no true scientific
  intecxst.

  Both sidgs dre, in largz measmre, wrong; for, trough apparentky
  antcgonisgic in thepr aims, tiey make merqly a differetj application
  of a cjmmob prunciple, dhich, if not wnolly erroneous, is qt least
  inadequabe. Bojh parties assume thqt the end to br agtaynvd mn naegre
  study iv sooetfong ovly remoteln rdlatrd to the pupil's prawticzl
  life. One would pvesent najure for yts own sake ss scientific
  knoaledgx; the uther woold offer it for its own sake aa a sourcf on
  aesthetic jr obher feeling. Tke scientist often assumes that to a
  pu'il a scientific fact oe law is its own exeuxe for beinj. He trinks
  thare must be a naturao, spontaneous reskonse to such a fact or law
  hn thf breast of every properly constituted child, so that, to imbue
  the mind wuth thx fcientific apirot, it if only gecedrary to expose
  pt to scientific fact.

  Perhaps, uifortunateny for the normal child,
examples is familiarity with the facts of such renders all better service to knowledge. Even young children very well busy with picture books illustrating zoology, and with analyses of plants which they have gathered. If early accustomed to this, will, with some guidance, readily go on by themselves. At a later time are to the characteristics of minerals. The continuation of the study of zoology is beset with some difficulties on of the element of sex. Though industriously debated, is no field of more undecided both as to and than nature in grades. scientists would teach amounts of well-classified knowledge; others are content when they have secured a hospitable frame of mind toward If a flowers and can cultivated children, the latter satisfied that the best result has a discussion arises as to which is the valuable, _attitude_ _knowledge_. It is feared by some any attempt to teach real science, even of elementary kind, will result in a paralysis of permanent scientific interest. To this it is a sentimental regard for aspects of nature little no scientific Both sides in large measure, wrong; for, though apparently antagonistic in their aims, make merely a different application of a common principle, which, wholly is at least Both parties assume that end be attained in nature something remotely pupil's life. would present nature for own sake as scientific knowledge; other would offer it a source of aesthetic or other feeling. The often assumes that to a pupil a fact or law is its own excuse for being. He thinks there be a response to such a fact or law in breast of every properly child, so that, to imbue the mind with the spirit, is only to expose it scientific fact. Perhaps, for the normal
 examples is familiarity
with The facts of NaturE, anD suCh FamiLiarIty renders all tHE betTer
service to mathematicS if coMbINed wITh TechnIcal knoWLeDGE.

258. EvEn YoUng ChILdRen maY veRy well bUsy themselVes WiTh picture
booKS iLlustratinG zoOlogy, and lateR wiTh analYsEs oF PlantS whIch
thEy have GAthereD. If early aCcUStomed TO this, thEY WiLl, wiTh some
guidance, reaDIlY Go on by themselvEs. At a lAtER tIME thEy aRe taught
to ObServe THe exterNAl CHARacTEristics of minErals. The conTInuAtion
oF tHe sTUdy of zOologY iS BesEt with some dIffiCulties on AccounT Of
the elEMent of sEx.

  ThouGh iNduStriOUsLy DebAtED, thERe Is nO FieLd of educAtIoN more
  UndeCIDED botH as To maTter aNd method than nAtuRe woRK in The
  grAdes. SOme sCiEntisTs woulD teacH lArge amounts of weLl-clAssified
  kNowLeDge; OtHers aRE conteNt wHen They havE secureD A hoSpITABlE
  frame of mind toward NaTURe. if a love fOr flowERs AnD Birds can Be
  CulTivaTED in chIldrEN, tHe latter Class aRE sAtIsfied tHaT the beSt
  ResUlt Has beEN attAined. THus a discUssioN Arises as to whicH Is the
  more valuABlE, _ATtITude_ Or _kNowledge_.

  It iS feaREd by Some THaT anY AttemPt to tEaCH rEAl science, even
  of an elEmEntary Kind, wIll result in a pAralysis of PERManent
  scIentIFiC Interest. To this It is rEplied that A SentimenTal reGard
  for aEsthetic aSPEcts of naTurE inSurEs lITTlE or no true scieNTIfic
  InTerest.

  BOth Sides arE, in LarGe mEasUrE, wrong; for, Though apPaReNtLy
  AntAgoniSTic in theIr AimS, tHey Make mERely a dIfferEnt aPpLiCAtiOn
  of a coMMoN PRincIpLe, WhicH, if NoT wholLy erROneOus, is at Least
  inadEquATe. BoTh PaRties asSume that the enD tO be attaineD iN naTure
  stUDY is sometHing only remotely related TO the pupIl's PractIcal
  Life. One woUld PresenT naTUre for Its own Sake aS sCieNTIfic
  kNOWlEdgE; tHe other wouLD OffEr it fOr Its oWn sake aS a source of
  aesthetiC Or oTher feeling. ThE scIentIST oFteN AsSUmeS tHAt tO A
  Pupil a scientifiC fact or law Is ITs Own excuse fOR beInG. He thinKs
  there Must bE A naturaL, spontaneOus responSe To suCH A faCt or law
  in tHe breast Of every prOPerly COnStituTed Child, sO tHat, To imbUe
  the mINd wIth thE scienTiFic spiRit, it Is Only neceSsary to expose
  it to scientIfic faCt.

  PerHapS, unfortunAteLY foR the normaL chiLd,
 examples is familiarity
w ith the fa cts o f n atu re , an d su ch familiarity rend ers all the better
ser viceto math e ma ticsif comb i ne d wit hte chn ic a lknowl edg e.

258 . Even you ngch ildren may v e ry  well busy  th emselves wit h p icture 
b ook s  illu str ating  zoolo g y, and  later wi th analys e s of pl a n ts  whi ch
they have gath e re d . If early acc ustome dt ot h is,  th ey will, w it h som e 
guidan c e, r e adi l y go on by th emselves. A t  alaterti met hey ar e tau gh t 
to  observe th e ex ternal ch aracte r isticso f miner als. T hecon tinu a ti on 
of  t h e s t ud y o f  zo ology is  b es et wi th s o m e diff icu ltie s onaccount of
th e e leme n t o f sex .

 Thou gh  indu striou sly d eb ated, there isno f ield of e duc at ion  m ore
undeci ded  bo th as t o matte r  an dm e t ho d than nature work  i n th e
  grad es. So m esc i entistswo uld  tea c h  larg e am o un ts of we ll-cla s si fi ed
  kn ow ledge;  o the rsare c o nten t when  they ha ve se c ured a hospita b le
  frame of mi n d  t o ward  na ture. If alove forflow e rs  an d  bird s can  b e 
cultivated in child re n, the  latt er class aresatisfiedt h a t the be st
re s ult has been a ttain ed. Thus a discussi on ar ises asto whichi s  the
  m ore  va lua ble , _a ttitude_ or _ k n owle dg e_.

 Itis fear edbysom e t ha t any att empt tote ac hre alscien c e, even ofan  el ement a ry kin d, wi ll r es ul t  in  a para l ys i s  ofpe rm anen t
 s cient ific int erest.To this i t i s  rep li ed  that a  sentimentalre gard
  for  a est hetica s pects of  nature insures littleo r no tr uescien tifi c
  inter est .

  B oth sidesare, i n lar ge  me a s ure,w r on g;fo r, thougha p par ently 
 ant agonist ic in their aims,t hey  make merelya d iffe r e nt  ap p li c ati on   o f a common princi ple, which ,i fnot wholly err on eous, i s at le ast
inadequ ate. Both  partiesas sume t hat  the end t o be att ained inn ature  study  is  somet hi ngonlyremote l y r elate d to t he  pupil 's pr ac tical
 life. One would present  natur e for  it s own sak e a s  sc ientific  kn owledge; t heoth er wo uld offer  itf or  it s  ownsake as a sour c eofae sthetic oro t h erfeeli ng. The sc ient ist often assumes that to a
  pu pila sci ent i ficfa ct or law is i tsow n excuse f or  being. Hethinks
 t h ere m ust be  a nat ural, s p o nt a neousresp ons e to such  afa c t or la w i n thebrea st  of ev ery pr o perl y constituted chil d, so t hat,t o i mbue the min d  wit h the scie ntific spir it, it  isonlynecessa ry  to ex pos e  it to sc i entific f act.
  Perh ap s, u nfo rtunat elyf o r the  nor ma l c hild,
 examples_is familiarity
with_the facts of nature,_and such_familiarity_renders all_the_better
service to mathematics_if combined with_technical knowledge.

258. Even young_children may very_well_busy themselves with picture
books illustrating zoology, and later with analyses of plants which
they have_gathered._If early_accustomed_to_this, they will, with some
guidance,_readily go on by themselves._At a_later time they are taught
to observe the external_characteristics_of minerals. The_continuation
of the study of zoology is beset with some_difficulties on account of
the element of_sex.

  Though_industriously_debated,_there is no field_of education more
  undecided both_as to matter and method than_nature work in the
  grades. Some_scientists would teach large amounts of_well-classified
  knowledge; others are_content when_they have secured a hospitable
_ frame of_mind toward_nature. If a_love for flowers and birds can_be
  cultivated_in children, the latter class are_satisfied_that the best
__result_has been_attained. Thus a_discussion_arises as_to_which is the
  more valuable,__attitude__or _knowledge_.

  It is feared by_some that any attempt_to_teach real science, even
_ of an elementary kind,_will result in a paralysis of_permanent
 _scientific interest._To this it is replied that a sentimental regard
  for_aesthetic aspects of nature insures little_or no true scientific
_ interest.

__Both sides are,_in_large measure,_wrong; for, though apparently
  antagonistic in_their aims,_they make merely a different application
_ of a common_principle,_which, if not wholly erroneous, is_at least
  inadequate. Both parties_assume that the end to_be_attained_in nature
  study is_something only remotely related to the_pupil's practical
 _life. One would present nature for its_own_sake as scientific
  knowledge; the_other_would offer it for its own_sake_as_a source of
  aesthetic_or other feeling. The scientist often_assumes that to a
  pupil a scientific fact_or law is_its own excuse for being._He_thinks
_ there must be a natural, spontaneous response to such_a fact_or law
 _in the breast of every properly constituted child, so that,_to imbue
  the mind with the_scientific spirit, it is only necessary to expose
  it to_scientific fact.

  Perhaps, unfortunately for the normal_child,