FARMERS' INSTITUTES. 83 



that were afterward sent me by these children and the teachers of many 

 of the schools in the State. There was no faihire in any instance of ex- 

 ceedingly lively interest on the part of the children^ and also the teachers, 

 in this work, as it was introduced in the schools. 



Onje of the first problems which presents itself to us is that of the 

 teachers — everywhere they feel themselves not competent to take up 

 this work, for the reason that they have had no training in this direction, 

 and under these conditions the very important question arises, how can 

 we practically introduce this very desirable instruction? Let us consider 



WHAT NATURE STUDY MEANS. 



It does not mean confining ourselves to books — its very name indicates 

 that we shall go awa^^ from books, and to nature herself^ and this is the 

 solution of that problem which seems so difficult in this direction. At 

 present it would be undesirable to attempt to introduce natural science 

 teaching as a regular part of the school curriculum, because our curricu- 

 lum is altogether too full at the present time. Our present system of edu- 

 cation is most superior in its methods, but if there is one criticism to be 

 pronounced upon it it is that it is exacting and demanding too much work 

 to be done in a given time. Teachers are distressed and worried over the 

 subject of examinations; while the boys and girls in our schools are suf- 

 fering from undue anxiety over the question of markings, and the pos- 

 sibility of their passing up in their grade work. There is without ques- 

 tion of doubt too much time given to study, and the physical conditions 

 which exist today with the young people in our schools — a condition of 

 over-strain and nervousness, which in many instances results in prostra- 

 tion — call for our consideration of the necessity of changing somewhat 

 our present school curriculum. The nature study should come in at this 

 point as a change — a relief — in the over-taxing, exacting work, that is 

 required frorn our school c^hildren at the present time. We can well 

 afford to drop out for a fifteen or tw^enty minute period, two or three 

 times a week, some regular exercise^, and substitute in its place the study 

 of the soil, the study of a plant, or of an insect, or of a domestic animal, 

 and for a time close the books absolutely. The subjects are innumerable 

 for this work, as the objects in nature are so varying and so great all 

 about us. 



It will be necessary for the teacher in choosing this work to arrange 

 subjects and obtain some information in order that they may be properly 

 presented during this exercise; and for this purpose Cornell University, 

 to whom the work of the New York committee was assigned, is now issu- 

 ing teachers' leaflets treating subjects, in outline and very briefl}^ as 

 helps and aids to teachers in presenting this work to their schools. Your 

 Agricultural College in Michigan can do some of its most valuable work 

 to the State in co-operating with your Department of Public Instruction, 

 and, through its scientific instructors, furnish subjects, prepared in out- 

 line, touching the great interests of your State along its line of agricul- 

 ture and horticulture, which would be of invaluable aid to teachers in 

 carrying this w^ork into the schools of your State. Com]jaratively few 

 can avail themselves of the advantage of college, but at this point 



