The Vermont watchman. [volume] (Montpelier, Vt.) 1883-1911, 1892-10-19
Studying Nature.

"The greatest of all needs in the
education of the young people OF the
farm is to stimula careful observa-
ton of the opera ions of Nature" SAYS
the agricultural editor i'm the WATCII.
MAN of September In the same arti-
Gle he says that the schools should be
organized to teach their pupils how
to study Natures methods and laws.n
Probably few would deny the truth of
these statements, but how to get the
schools organic ID is question not
easily answered. What shall we do for
The young while we are waiting for this
question to be solved? ] think l have
found an answer TO this question. My
own children have become greatly in
terested in this kind of study. Their
eyes are learning to see things in nature
which escape most people, and they are
forming habits of observation which, /
/ hope, will be blessing to them
through life.
1t has not been difficult to bring this
about. | do not see that there is anv
great need to wait for a change in the
methods of education in order that our
children may learn to observe. Most
farmers have their children al home
more than half the time. | mean chill
dren of school age who are attending
school. Most country people are not
conversant with the fact that there are
many books now written to lead the
young to habits of observation and ma
ture study. ! have tried different
books with my children and have found
that they get the most benefit from
one series in particuar-Julia McNair
Wright's "Nature Readers, Seaside
and Wayside." l have spoken of these
more than once before in the columns
of this paper, and must say that the
more | use them and see the results of
their use in my children, the more ]
feel that for myself l have partially, at
least, solved the problem of nature
study for country children. No knowl-
edge of science on the part of the par
ent or teacher is required. Oder PEG.
pie who are ignorant of science will
learn as much 10 some ways as the chill
dren, and will get deeply interested in
the winning style of the books. There
are three of them in the hands of my
children, and fourth has lately been
issued which ! have not seen. They
are graded reading books, and, if they
could be put into the schools of Yer
mont as supplementary readers, they
ought to do vast amount of good.
For helping children to learn about
minerals, rocks, and the like, know
of nothing better than the little books
issued by the Boston Society of Natural
History in the series called "Guides
for Science Teaching" First Lessons
on Minerals " is the most simple. The
plan is to put specimens in the chid's
hands and lead him to observe.
Thirty-six Observations on Common
Minerals" goes a step further, while
Common Minerals and Rocks" gives
quite complete outline of structural
geology. One great difficulty in study
ing minerals is the Inability of the be-
ginner to distinguish one specimen
from another, and to name the speci-
mems he finds. Collections of speci-
mems can be obtained with each of
these books, and it is not at all difficult
for teacher or parent who has no
knowledge of this branch of science to
teach children with the aid of these
| little books.
There is no question but that children
ought to learn elementary natural sci
ence-no question but that the children
can learn. The only question is whether
they have an opportunity to learn.
There is material to study all around,
and there are books to guide the teacher
or parent. A little time each day de-
voted to this work will make wonder
full difference in the lives of the little
folks. Habits of observation, once es-
tablished, will be invaluable to the child
as he grows up. OF all people, the
farmer needs this knowledge He has
constantly to do with Nature in his
work, and, other things being equal.
the greater his knowledge the greater
will be his success.