Excerpt from The Association of History and Geography
We have not yet reached the stage when we can assume it is unnecessary to emphasize the dual relationship that the teacher occupies to both his subjects, the person and the thing, for there still lingers the tendency to put in the background a teacher's skill and methods, and to consider it sufficient if he is acquainted with the subject he proposes to teach. In other words, however much lip-service is given, in theory, to the need for "Child-Study", it is, in practice, constantly being overlooked.
But the relationship, in teaching, cannot be dismissed as simply one even between pupil, subject, and teacher. There is the further relationship between the subject and its fellows.
The formal object lesson, though valuable from the aspect of "sense" training, often proved in practice barren and unstimulating. In the presentation and examination of the object there was often an isolation which, even when it did not lead to real distortion, did not at any rate generate intelligent mental associations.
It was with some relief, therefore, that teachers welcomed the wider conceptions involved in "Nature-Study", a subject which afforded as favourable a field as the object lesson for the training of the senses, but which, at the same time, presented things in their natural setting.
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