Standardizing Nature-Study 



F. L. HoLTZ 

 A paper read before the American Nature-Study Society, Dec. 27, 1916 



In the older studies of the curricultim, such as arithmetic, 

 reading, spelling, etc., we find more or less general agreement in 

 regard to what should be taught, why it should be taught, and how. 

 This is the result of long experience in these studies and, no doubt, 

 such uniformity has made for definiteness and efficiency in teach- 

 ing. 



By contrast the newer aspirants among the school studies, 

 such as civics, hygiene, music, and nature-study are the matter of 

 much pedagogical dispute. Even among their advocates is 

 found the widest variance as to their educational purposes, how 

 they should be taught, and just what or how much of the subject 

 should be given. The reason is that they have not yet emerged 

 completely out of the ex^perimental stage. We have not yet 

 agreed upon the standards of aim, method, and subject rnatter 

 that should be the basis of a course of study in these subjects. 

 The result is a wide diversity of treatment, as in nature-study, 

 for example, throughout this and other countries. In some places 

 nature-study is taught with scientific formalism, in others for 

 its utilitarian purpose, in still others for esthetic and sentimental 

 reasons, — and the subject matter and the method vary cor- 

 respondingly widely. 



Some may say, "Why bother to set up definite standards in 

 nature-study?" 



Let us consider the value of standards in general school subjects: 



There are usually several aims in the teaching of a subject. 

 These are not of equal value. It is the business of educators to 

 experiment, to see which aims are capable of realization, and to 

 determine the relative importance of the various aims. In the 

 course of time there generally results a concensus in r.egard to 

 these points. Clearness of aim in the teaching of a study is 

 essential if the study is to be successful. 



The purpose or aim being established in a study, the principles 

 and methods of teaching it must be worked out. Here again 

 experiment must show the way. Those principles and methods 

 most surely accomplishing the aim of the study should be selected. 



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