A Survey of Twenty Years' Progress in Nature Study 

 in Providing Materials for Study 



Ellen Eddy Shaw 

 Curator of Elementary Instruction, Brooklyn Botanic Gardens 



The subject assigned to me shows the real measure of progress in 

 nature-study during these past twenty years. This twenty year 

 epoch, in my own case, happens to be just the length of time I have 

 been teaching nature-study, and from my own experience and that 

 of others associated with me, I shall draw my illustrations. 



The progress made in providing materials for study lies first 

 along the lines of choice in materials, and second, in the use of these 

 materials after they have been chosen. Perhaps we might go so far 

 as to say that our progress has been one of wisdom, common sense, 

 and everyday application. I can remember with what zeal I 

 started out in this field, a zeal, not lessened, but harnessed, at the 

 present time. I can remember how wise leaders in this field, some 

 of them at least, said it really did not matter at all what you taught 

 in nature-study, but any subjects and any materials that awake 

 and evoke interest were just as good as any other ones. That I can 

 scarcely believe to be true since well-organized work must bring 

 with it far better results than any haphazard work. 



Let us go back to the two points in progress; one, choice of 

 material and the other, application or use of such material after it is 

 chosen. For one illustration I should like to go to the east-side of 

 the City of New York, and mention a lesson on birds given twenty 

 years ago, and a lesson given to-day. The material provided for 

 this lesson of twenty years ago was one dilapidated bird. The 

 class was asked to name the bird. They sat there gazing at the old 

 bird, but not much enthused. After several repetitions of the 

 question by the teacher one child raised his hand and answered, 

 "It was a crow last year." This story speaks for itself . Evidently 

 the poor bird had been worked to the limits in that school and pos- 

 sibly had appeared under different names in different grades. This 

 is an extreme example of the most perfunctory type of nature-study. 

 The prescribed lesson was taught without any doubt; the bird's 

 beak, feathers, and tail were all tabulated and discussed. The 

 subject was covered. The period was over and the work was done. 

 The same school at this time is sending its classes with their little 

 notebooks and pencils up to the Natural History Msucum to see 



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