Nature Study. 



By Anna McPhekson, Garbutt, N. Y. 



This subject has a wide range and time will not permit any 

 discussion regarding its early history under Froebel, and its evolu- 

 tion in America, until to-day the American kindergarten leadi 

 the world in its methods of following nature in the education of 

 children. 



We shall talk of nature study in our common, schools, and ita 

 practical value to the farmer. Farmers in general recognize the 

 fact that agriculture is of vital importance among the industries, 

 and realize that they must understand the natural elements with 

 which they have to deal and the best methods of exterminating 

 or resisting the attacks of injurious insects which are rapidly 

 increasing, both in number and variety. (Professor Slingerland 

 says at the rate of 7,000 new kinds per year. The United States 

 have 33,000 out of a total of 300,000 known varieties.) Had these 

 subjects been taught in our country schools fifteen or twenty 

 years ago, the farmer of to-day would be better prepared to meet 

 the diflSculties now confronting him. Farming has indeed be- 

 come a science, and a .successful farmer or fruit-grower of to-day 

 requires a much broader education than in most lines of occupa- 

 tion which we might mention. A country child is in nature's 

 laboratory with all nature about him, and as the average stud- 

 ent's school life closes at fourteen or sixteen years of age, why 

 not begin his education in childhood and thus develop a love for 

 farm life and agriculture. While in our country schools the com- 

 mon and frequently higher English branches are taught, it is 

 astonishing that little or no instruction is given that will aid in 

 a practical manner those wishing to follow this branch of in- 



