4 
May, 1906 
SVE RICAN HOMES AND GARDENS 325 
Nature Study in Schools and Its Effect on the Home 
By Charles C. Johnson 
ITHIN the last decade the relations of the 
home and the public school have undergone 
an almost complete change. Formerly, the 
school was considered in great measure a 
means of relief from the care of children 
and an aid to bringing them under an es- 
sential discipline. Now, the school is a distinct aid in im- 
pressing upon the pupil the facts that help a child of either 
sex to give material aid in rendering home attractive, in add- 
ing to that influence which makes the home the center of the 
most desirable family life. One of the greatest aids to this con- 
dition of affairs is that feature of the curriculum called 
Nature study. This means that Nature 
in her various forms is brought to those 
who can not go to her, and that it is no 
longer necessary for a person, or rather 
a child, to live in the country to under- 
stand and appreciate plant growth. 
Nature study has perhaps reached its 
most advanced stages in the public 
Studying the Characteristics of Seedlings 
schools of New York city, where the course has been in 
operation a length of time sufficient to prove its great value. 
In a number of other cities experiment has also ended in 
success. 
The Nature room in a school is large and sunny. At times, 
this room is a veritable bower, flowers in profusion, brought 
in through the united efforts of teachers and pupils, fill jugs 
and jars. A hanging basket graces one window, and a 
window box another. In good sized tanks fish are swimming; 
butterflies, moths and bugs fly about the room, while a frog 
moves in a tiny tank. The aim of this work is to make chil- 
dren familiar with Nature through some slight contact with 
Phe 
children, under the guidance of the teachers, have the entire 
care of the plant and animal life. 
Within the last two years in the New York city schools 
a direct relation has been established between the 
and the home in Nature study. 
her, and to awaken a desire to know more about her. 
school 
A plant, flower and fruit 
guild, composed of women, sent the schools a large quantity 
of seeds. These were distributed among the children, who 
took them home, planted and cared for them, and when the 
plants grew toward maturity brought them to the schools 
for inspection. ‘The results of this experiment were very 
satisfactory, both in the appearance of the plants and the 
Drawing Flowers from Life 
interest aroused in both parents and 
children. 
In the beginning, the Nature study 
course considers animals in general, with 
especial reference to the more common 
animals; plants in general; flowering 
plants; fruits and vegetables. In the 
last half of the first year, natural 
phenomena and the weather are added 
to the subjects already considered. The 
second year of Nature study takes up the 
animals to which persons are most ac- 
customed, and insects. Plants, fruits and 
vegetables and common trees are given 
careful attention. In the latter half of 
the second year, in addition to the course 
outlined, especial attention is given to 
water and its forms, states of the air, the rainbow; the sun, 
stars and moon; winds, clouds and storms. 
Various types of animals, including coldblooded animals, 
birds and insects are considered during the third year, and in 
addition, earth study is entered upon. This includes land 
and water forms in the vicinity of the school; soil, metals 
and minerals; direction and distance; points of the compass. 
Natural phenomena studies include the sun; effects of heat 
and cold on water, on the soil, on plant and animal life; 
changes of season. 
Following these studies the plant question is considered 
more extensively, with especial reference to flowerless plants 
