THE 



NATURE-STUDY REVIEW 



DEVOTED PRIMARILY TO ALL SCIENTIFIC STUDIES OF NATURE IN 

 ELEMENTARY SCHOOLS 



Vol. 7 April, 191 1 No. 4 



A BASIS OF ORGANIZATION OF THE COURSE IN NATURE-STUDY 



By OTIS W. CALDWELL, University of Chicago 

 Nearly all of those who take elementary science seriously at 

 all, are convinced that it must be organized fairly definitely in 

 so far as concerns purposes and the general line of procedure. 

 There may be wide variations in the field covered due to adapta- 

 bility and appropriateness of materials in different localities. But 

 if our study of children and of the purposes that may be met 

 through elementary science are not at fault, that study should 

 furnish us guiding principles by means of which something may 

 be done in organization of a coherent course. Any course is 

 more or less tentative, and must undergo modification in re- 

 sponse to additional interests that are concerned in the problem. 

 People are not entirely agreed as to what are the major 

 purposes of nature-study but the following doubtless will serve 

 as a sort of clearing-house statement of some of the purposes. 

 There are inherent interests in nature which compel an attitude 

 of inquiry in most normal children. This attitude of inquiry may 

 be fostered, stimulated, and directed to the end that knowledge 

 of nature may be developed through use of the senses and powers 

 of interpretation. Also, the senses are quickened and made more 

 reliable, and more ready and more accurate interpretation may 

 be made so that more difficult problems may be undertaken with 

 greater independence. It is also recognized that concrete experi- 

 ence with nature contributes knowledge that is of constant use. 

 Natural phenomena are abundant in children's environment, and 

 as they walk afield, talk with a friend, read a book or newspaper, 

 or think of any phase of the world's work, they are enriched con- 

 stantly by use of concrete contact with nature, or impoverished 

 by its absence. The illustrations of their conversation, of the lit- 

 erature which they read, and of the industries about them con- 

 stantly demand nature knowledge, and their enjoyment of these 

 is in proportion to the effective contact they have already enjoyed 

 with nature. Additionally, we must recognize as prominent among 

 purposes the control of nature that comes through dependable 

 nature knowledge. For example, the currant crop may fail through 

 the ravages of caterpillars. Had there been knowledge of cater- 



