Handbook of Nature-Study 



NATURE-STUDY NOT FOR DRILL 



''Sfc If nature-study is made a drill, its pedagogic value is lost. When it 

 is properly taught, the child is unconscious of mental effort or that he 

 is suffering the act of teaching. As soon as nature-study becomes a 

 task, it should be dropped ; but how could it ever be a task to see that 

 the sky is blue, or the dandelion golden, or to listen to the oriole in the 

 elm ! 



THE CHILD NOT INTERESTED IX XATURE-ST! I)V 



\ 



HAT to do with the pupil not interested in nat- 

 ure-study subjects is a problem that confronts 

 many earnest teachers. Usually the reason for 

 this lack of interest, is the limited range of sub- 

 jects used for nature-study lessons. Often the 

 teacher insists upon flow r ers as the lesson 

 subject, when toads or snakes would prove 

 the key to the door of the child's interest. 

 But whatever the cause may be, there is only 

 one right way out of this difficulty : The child 

 not interested should be kept at his regular 

 school work and not admitted as a member 

 of the nature-study class, where his influence 

 is always demoralizing. He had much bet- 

 ter be learning his spelling lesson then learn- 

 ing to hate nature through being obliged to 

 study subjects in which he is not interested. In general, it is safe to 

 assume that the pupil's lack of interest in nature-study is owing to a fault 

 in the teacher's method. She may be trying to fill the child's mind 

 with facts when she should be leading him to observe these for himself, 

 which is a most entertaining occupation for the child. It should always 

 be borne in mind that mere curiosity is always impertinent, and that it 

 is never more so than when exercised in the realm of nature. A genuine 

 interest should be the basis of the study of the lives of plants and lower 

 animals. Curiosity may elicit facts, but only real interest may mold these 

 facts into wisdom. 



WHEN TO GIVE THE LESSOX 



HERE are two theories concerning the time when a nature- 

 study lesson should be given. Some teachers believe 

 that it should be a part of the regular routine; others 

 have found it of greatest value if reserved for that period 

 of the school day when the pupils are weary and restless, 

 and the teacher's nerves strained to the snapping point. 

 The lesson on a tree, insect or flower at such a moment affords immedi- 

 ate relief to everyone; it is a mental excursion, from which all return 

 refreshed and ready to finish the duties of the day. 



While I am convinced that the use of the nature-study lesson for 

 mental refreshment makes it of greatest value, yet I realize fully that if it 

 is relegated to such periods, it may not be given at all. It might be 

 better to give it a regular period late in the day, for there is strength and 

 sureness in regularity. The teacher is much more likely to prepare her- 

 self for the lesson, if she knows that it is required at a certain time. 



