Nature-Study in The Rural Schools 



Extracts from letters from Rural School Teachers to Edward M. Tuttle, 



Professor of Rural Education at Cornell University 



Published in the Current Cornell Rural School Leaflet 



"I have learned that the more we can find to do for nature-study 

 or any of the agricultural or home making pursuits, the better 

 the work in the other subjects becomes. As yet the community 

 has shown little interest in the work done by the school, for only 

 one family in the district shows any interest in the school anyway. 

 I think we can wake the rest up later after the work gets out of 

 the pioneer stage a little more." 



"My nature-study class is held in the last fifteen minutes before 

 noon, and the whole school is included. I found this subject 

 difficult to grade, so all learn from one another and from Mother 

 Nature all together. This class is usually a conversation period, 

 but nature-study is not confined entirely to this time, for we 

 discuss a subject whenever it is brought up whether that be during 

 recess or drawing class. If any one has anything to prepare 

 before class it is usually I, but I also try to ask questions or suggest 

 a topic that will lead the pupils to find out something for them- 

 selves before the next recitation. 



We often take a trip afield. And where can nature be studied 

 to better advantage? This need not be a hilarious expedition 

 with nature farthest from the children's minds. If a little fore- 

 thought and care be used by the teacher, it can prove most helpful." 



"I am convinced that nature-study is one of the greatest helps in 

 discipline. Through nature-study you have something with which 

 to keep the pupils always busy, as there is always something 

 more they wish to find out about, and this keeps them out of 

 mischief. I believe in it because it has helped me to reach children 

 when everything else has failed, because it acquaints them with 

 nature, which every day presents some new and interesting fact. 



I have no prescribed outline that I follow. I tried that and 

 failed. I always use the object itself if possible. I try to 

 arouse the pupils' interest so that they are anxious to learn more. 

 We use text-books only when unable to find out from nature 



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