ith that of the Elephant._
See _A Gorilla Hunt_, VII, 247, and _Elephant Hunting_, VI, 385.
6. _The Wit of the Visitor._ See _Limestone Broth_, VI, 467.
7. _A Character Sketch of Alice and John._ See _Dream Children_. VIII,
335.

For Argument:

1. _Was the Second Traveler in the Right?_ See _The Two Travelers_,
Volume I, page 109.
2. _Were the Three Men Perfectly Healthy?_ See _We Plan a River Trip_,
V, 443.
3. _Was the Punishment of the Ancient Mariner Just?_ See _The Rime of
the Ancient Mariner_, VII, 29.
4. _Was it Sensible for Casabianca to Remain on the Burning Ship?_ See
_Casabianca_, VIII, 313.
5. _Should Warren Hastings Have Been Convicted?_ See _The Impeachment
of Warren Hastings_, IX, 32.

CHAPTER XV

JOURNEYS THROUGH BOOKLAND IN ITS RELATION TO THE SCHOOL--(Continued)

_Nature Study_

Nature study to be most valuable must be in reality the study of nature.
Its beginnings are in observation and experiment, but there comes a time
when the child must go to books for information and enlightenment. The
purposes of nature study are to awaken a spirit of inquiry concerning
things in the immediate vicinity and thence in wider fields; to develop
observation, comparison and reason; to give interests that will charm
the possessor through life; to introduce the elements of the natural
sciences. Enthusiasts have made the study of nature the basis of all
school work, the correlating force in all studies. Such an idea has
merit in it, for it is certain that lessons begun in the observation of
living things and the phenomena of nature speedily ramify into language,
reading, geography, history, and even mathematics.

There is among some an unfortunate tendency to go too much to books for
material and to seize too quickly any suggestion that leads in that
direction. Yet books are valuable at the proper time and in the proper
place. When facts have been learned, they may be made vital by good
literary selections; when facts not accessible by observation are
needed, they may be obtained through books. On the other hand,
literature is full of allusions to natural facts and phenomena and may
only be understood by him who knows nature. Both phases of the subject
are of vital interest.

Instead of attempting any systematic outline for nature study we will
here try to give help on two problems only:

_First._ How may nature study be broadened by the use of literat