We have spoken of meeting the motions of the child, as though the educator
might never need to take the initiative; in all probability that might be
true in an ideal state. As things are it would be unsafe to rely
absolutely upon questions; the parent and on occasion other educators must
take the initiative in some cases. In doing so, however, the most
scrupulous care should be taken to be sure that the mind of the learner is
ready for the particular instruction.

* * * * *

In biological instruction what is needed is not an artificial appendix or
addendum, but simply that we should cease to mutilate science by omitting
its most fruitful and essential elements. Nature study for little children
is the first available field; it should begin even before the kindergarten
age, with the simplest and easiest observations, and proceed by gentle
gradations of progress; it finds abundant and fascinating material in
growing plants, eggs, brooding chickens, kittens, puppies, and, best of
all, the new baby, where the home questions and the nature study meet in a
profound emotional and intellectual experience.[36]

The botany, zoölogy, physiology, and hygiene the upper grades and the
high school the natural mediums for further scientific treatment.[37] It
will probably be found advisable to separate the sexes for this part of
the work, and have boys taught by men and girls by women. Not a few high
schools and colleges are already carrying on such instruction with entire
success.

It seems quite clear that the school must set itself, wisely, indeed, but
also resolutely and effectively, to provide clear, true, scientific
knowledge of the origin of life and the laws of sex. The educator can,