OF NATURE STUDY 



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use of thing's. In time the savag-e learned to modify his natural environment. 

 Instead of accepting- the shade of the natural tree, he lopped off branches and 

 enclosed himself in an artificial lodg^e. Thus beg-an the art of architecture, the 

 lowest mode of thoug-ht expression (modelling.) But the cop\' from which he 

 modelled was an ideal one. The natural object — tree, cave or bank — sug-g^ested 

 to his potential mind a more perfect structure. This ideal structure was eventually 

 realized in tlie wigwam, tepee or artificial cave. These, in turn, suggested more 

 perfect structures, and as these were realized there were development and 

 progress. Those races which have not had ideals, or which have not progressively 

 realized them, have ceased to progress. Why should the child pass through a 

 similar process? What is to be gained by placing before the child the natural 

 object, whicli is irregular and comprehensive, ratiier than the regular and 

 particular manufactured form, e. g., sphere, cube, cylinder? Why should the 

 child repeat the experience of the race ? There are two reasons, (i) If the child 

 proceeds from the irregular to the regular, he must put into the process a personal 

 element, an individual factor, and there will be progress. (2) As a result the 

 child will be encouraged, since he has produced something "ail his own" — 

 something which, to him at least, is an improvement on the natural object, 

 inasmuch as it has the element of individuality about it, which the original has not. 



If the opposite course be pursued, and the ciiild be given a perfect cube to 

 examine, he cannot imagine a more perfect form, hence his individuality is not 

 exercised to any extent. If he attempts to make a model of it, he cannot possibly 

 make as perfect a form and will be discouraged. The study of the perfect 

 geometric solids in the Kindergarten is plainly not in accord with sound 

 educational principles. However, the nature study in the Kindergarten probably 

 counteracts the evil. 



The first argument, then, for nature study is that it furnishes suggestive 

 and varied forms, in observing which the imagination is exercised and developed, 

 and in modelling which, or the more readily suggested ideal forms, the child 

 mal<es mental progress. This progress in turn makes the c">bserving powers more 

 acute and hungr}- for material to act upon. Dr. G. Stanley Hall, at the X. E. A., 

 injuly, 1901, said : "Less time should be devoted to arithmetic and reading before 

 eight years of age, and more to nature study." If nature study is taught in the 

 lower forms there will be no loss of time on account oi it in the higher forms. W'e do 

 not propose to lessen the training in literature, mathematics, etc., but to 

 supplement it. The basis of composition, literature, geography, drawing, and 

 reading, is the stud\' of nature. The addition oi' this subject of study to the 

 curriculum will not really increase the work, but will secure better .results in the 

 above subjects than was formerly secured without it, and with the expenditure oi' 

 less energy. 



In the secondary stage of education, nature study has a claim to our attention 

 based on sound psychological principles. Drawing- should be based on natural 

 forms. Trees, flowers, and animals should be the concrete material for the first 

 two or three years of instruction in drawing. Form, color, and proportion are all 

 there in far more interesting combination than can possibly be made in the most 

 expensive set of models obtainable. The mental activitv required in selecting 

 and relating the material at hand is the best possible kind of training. 



