'9^3] Nature Study — Xo. 2. 61 



NATURE STL'DY— No. II. 



The Need of Nature Study. 

 By I). A. Campbell, B.A., Ottawa. 



The infancy of every nation has been passed in open conir 

 munion with nature, and has been developed under the expandin"- 

 power of objective influences, the open landscapes, t hetranquillitv 

 and solitude of forests, the massive grandeur and sublimity of 

 mountains, the peace and beauty of valleys, the light-heartedness 

 of laughing brooks, and the lofty and grave ministrations of sky 

 and heavenly bodies. 



The foundation ot all education is a training of the senses, 

 but in this artificial and introspective age we are losing sio-ht of 

 this objective influence of nature, ignoring the plan by which the 

 human mind has been nourished and developed for untold genera- 

 tions. 



Children in cities are being cut off more and more from the 

 material most necessary for the free and healthful development of 

 their powers. The mind is weaker, the intelligence is less active, 

 when the child is in this way deprived of the food so necessary for 

 mental growth. There is much more in those fresh air excursions 

 sometimes provided for young people than a better atmosphere for 

 a short time. The mind is being thronged at the same time with 

 sensory stimuli, which cause brain function, and consequently 

 mental power. 



The best material for sensory training is that afforded by 

 nature, and the time for it is especially the formative or growing 

 period of the individual. 



In our Public Schools no daily systematic training is given to 

 the sensory side ot the pupil's life. It may be claimed that some 

 sen.sory training is given, recognition of words, places on maps, &c., 

 but this, it must be admitted, is artificial and not natural material 

 for the pupil to work upon. It lacks the multitudinous variety so 

 apparent in Nature Study. There should be a portion of every 

 school day set apart in our Public School course for a systematic 

 training ot the senses. 



In the High Schools and Collegiates some provision is made 

 for such work, but the time devoted to the subjects is limited, and 



