The Growth and Influence of the Nature- Study Idea 



By Anna Botsford Comstock 



Extract from the Address of the Retiring President of the American 

 Nature-Study Society, delivered at Philadelphia, December 30, 1914. 



'The name nature-study designates the movement originating 

 in the common schools to open the pupil's mind by direct observa- 

 tion to a knowledge and love of the common things in the child's 

 environment. It is a pedagogical term, not a scientific term. 

 It is not synonymous with the old term 'natural history,' nor with 

 'elementary science.' It is not popular science."— is the defini- 

 tion of the term Nature-Study by Liberty Hyde Bailey — and no 

 one has defined it better. 



However, a great idea may be represented but not limited by 

 words, and thus, although the term Nature-Study may have had its 

 origin in the schools, the nature-study idea almost from the 

 first overflowed the school boundaries to enrich and make hap- 

 pier the lives of those who loved the life of the woods and fields, 

 and who would fain know something of the mysteries and won- 

 ders therein hidden. 



During the past year I chanced to make a discovery as to the 

 first appearance of nature-study in our educational system, 

 although it was then termed "object lessons with plants and 

 animals." I found this in a programme of an educational meeting 

 at the Oswego Normal School, that beacon light in the pedagogical 

 world the second half of last century. This meeting was called 

 by the great teacher, Principal Sheldon, for February 11, 1862, 

 and its object was to examine into a system of primary instruc- 

 tion by object lessons. The Committee of Examination consisted 

 of prominent educators of New York, New Jersey, Ohio, 

 Massachusetts, and Vermont. On this programme we find 

 lessons on plants and animals. It was, in fact, excellent nature- 

 study, and consisted of observing the form of living beings as 

 related to their life. I have met some people who were present 

 at that meeting and they have told me that Principal Sheldon 

 was enthusiastic over this method. He was confident that it 

 would lead the child to know the forms and understand the 

 habits of the common animals and plants of his environment. 



Evidently the carrying out of this programme was seed sown, 

 although it took some years for it to germinate ; but it was vital, 



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