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190 lectual; but they provide the natural medium for more conscious intellectual explorations. Some educators have recommended that nature study in the elementary schools be conducted with a love of nature and a cultivation of æsthetic appreciation in view rather than in a purely analytic spirit. Others have urged making much of the care of animals and plants. Both of these important recommendations have grown out of experience, not out of theory, but they afford excellent exemplifications of the theoretic point just made.

II. In normal development, specific analytic observations are originally connected almost exclusively with the imperative need for noting means and ends in carrying on activities. When one is doing something, one is compelled, if the work is to succeed (unless it is purely routine), to use eyes, ears, and sense of touch as guides to action. Without a constant and alert exercise of the senses, not even plays and games can go on; in any form of work, materials, obstacles, appliances, failures, and successes, must be intently watched. Sense-perception does not occur for its own sake or for purposes of training, but because it is an indispensable factor of success in doing what one is interested in doing. Although not designed for sense-training, this method effects sense-training in the most economical and thoroughgoing way. Various schemes have been designed by teachers for cultivating sharp and prompt observation of forms, as by writing words,—even in an unknown language,—making arrangements of figures and geometrical forms, and having pupils reproduce them after a momentary glance. Children often attain great skill in quick seeing and full reproducing of even complicated meaningless combinations. But such methods of training— however