58 NATURE-STUDY REVIEW (17:2— Feb., 1921 



delphia Normal School. Another was, Handbook of Nature Study 

 by Dr. Lange of Minnesota. These early studies were character- 

 ized by an over abundance of technical terms and the method of 

 college science. To illustrate: In the second grade children were 

 taught the names of all the organs of a flower. In the third grade a 

 detailed study of composites was made with all the technical terms. 

 Among the best of the early courses and outlines were the Cornell 

 nature-study leaflets which emphasized from the first the necessity 

 of "positive, direct, discrimination, accurate observation and of 

 understanding why the thing is so, or what it means." 



In 1902 Hodge's Nature-Sttidy and Life appeared; a little later 

 Holtz Nature-Study, then Mrs. Comstock's Handbook, and a nimi- 

 ber of others. In fact from this time there has been almost a 

 deluge of courses, outlines, and helpful books, and they are still 

 coming. 



From 1905 to 191 5 saw the incorporation of nature-study out- 

 lines in the Courses of Study of almost every state in the union. 

 I made quite a detailed study of a large number of these courses 

 about eight years ago choosing them to represent different geo- 

 graphical regions, the East, South, Middle West, Northwest, and 

 Pacific States. The most significant thing that this survey 

 revealed was the similarity of the courses not only in material sug- 

 gested but in aim and method. I quote a few of the aims : 



''The primary object of nature-study is to train and cultivate the 

 interest of the child in natural objects and to develop an intelligent 

 appreciation of the things in nature." "The first reason for the 

 incorporation of nature-study is to widen children's intelligent 

 interestin nature objects and processes; the second to train the 

 children in a scientific attitude of mind." *Tt, nature-study, 

 should train children to investigate carefully and to make clear, 

 truthful statements." In short, not to multiply quotation the 

 aim and purpose given in composite was: To bring children into 

 intelligent, sympathetic touch with their environment and to train 

 them in a scientific attitude of mind toward objects and phenomena 

 in daily life. 



All of the courses choose material found in the vicinity of the 

 school and home. This was carefully graded making a progressive 

 stud}^ beginning with the first and continuing thru the eight grades. 

 Biological studies received greatest emphasis in all the courses. 

 And of this material more time and space was devoted to plants 



