NATURE CALENDARS 



By CHESTER A. MATHEWSON, Brooklyn Training School for Teachers 



In large cities the problem of getting pupils to really sec 

 Nature is ever present and exceedingly important. Many devices 

 are made use of, to develop and stimulate a live interest in natural 

 objects, but the one which is possibly most effective where 

 crowded populations are concerned is the nature calendar. 



In the Brooklyn Training School for Teachers, at the first 

 favorable opportunity after the opening of a term the subject 

 of nature calendars is discussed, and ways and means suggested.. 

 The various topics or processes that one might have in mind 

 while going about the city, or when on a visit in the suburbs or 

 in the country, are listed on the board, and comments on the best 

 methods of observing are made. 



First of all we decide to make a general class calendar, em- 

 bodying the composite results of the observations of the mem- 

 bers of the class. Each one is allowed to write down only such 

 observations as she has personally made. In my own classes 

 I have found it worth while to spend about fifteen minutes at 

 a stated time each week in discussing the observations as they 

 are reported verbally. I endeavor to have each member feel 

 definitely responsible for, and pride in, the class calendar. Per- 

 functory written records are guarded against by means of these 

 oral reports. If one phase of nature-study observations is found 

 to be receiving too much attention, interest is directed to other 

 and equally important channels by specific questions and direc- 

 tions. 



After getting the class calendar well under way, the sug- 

 gestion is made that those who are so disposed may make individ- 

 ual calendars. The amount of pleasure and benefit derived in 

 working out such a calendar is so gratifying that one is well repaid 

 for all the extra trouble. 



The following is an example of what may be done by an 

 average student in the Training School, with limited opportunities* 

 for outdoor observation. This calendar was not prepared or 

 edited for publication. It is submitted exactly as it was handed 

 in by the student for rating. 



(Pupil's Note: This calendar was written under conditions which 

 I expected to find unfavorable, 'for I live in an apartment house. This 

 afforded one advantage, however, for I had a good view of a row of back 

 yards and several of my observations were made from a window of my 

 home. 



About thirty percent of the total number of observations were made 



