Orleans County monitor. [volume] (Barton, Vt.) 1872-1953, 1894-08-06

Ih1ngs at distance must be imag-
ined from facts in the child's posses
sion, and these are obtained only by
local observation and pictures.
The connection of Geography with
other studies should be noted 1t
should be part of Nature Study;
Geology and Mineralogy which enter
into it. In studying different
countries, their history should be
brought out, and constant stress
should be laid on the observation of
beauty and usefulness in the world,
from which the thoughts may be led
to love it's Creator.
Mr.. Murdock's lessons on physiolo-
gy were of great interest, but space
forbids even an outline report. He
gave a short talk on Emergency les
sons, showing how to apply bapdages,
slings, etc. In teaching stimulants
and narcotics, stress was laid upon
the use of facts, not asserted dogmat-
ically, but taught as far as possible
by observation, as the basis for con-
way the injurious effects of certain
actions, he will avoid them, more
than if told directly that he must not
do them.
B.C. Day presented ''Nature st dy'
as follows:
Nature Study is neither botany, 20
ology, mineralogy, nor meteorology,
as the terms are generally understood,
though it embraces the elements of all
these sciences.
It is not subject to be introduced
as secondary in Importance to the
other subjects in the curriculum. 1t is
not study about natural objects by
means of books. 1t is not to be taught
by means of object lessons merely.
Nature Study is a study of plants, an
imals, minerals, and natural phenom-
ena, broadly in relation to life, al
ways in the presence of the organism
or natural object.
The teachers aim should be
l.. To interest the pupil in the sub
ject.
2. To train the child to the habit of
correct investigation and truthful ex
preston, and to cultivate taste for
independent research.
8. To lead the pupil to knowl
edge of Nature.
The value of the subject in the
schools is tWo-fold.
1. In itself, as arithmetic, gram
mar, geography and history are valu-
able. -. dosJ3 t5 -ss.tf 3Hs
3 2. AS an aid in teaching subjects,
by furnishing much material for new
work in language, geography, physi-
ology, etc. When properly tnught, it
vitalizes all the work of the school.
Below are suggested briefly the
character of the work and the ideas
to be employed in the early years of
the child's education:
1st and I'd years = Simple observa-
tion and Expression, Idea, Care and |
Protection.
Sd and 4th years = Observation of |
the plant growing and the parts at |
work, k,-function.
"How" and "Why" suggested.
9Th and 9th years-Function contin
ued. Orderly arrangement, plan, ad-
aptation, noticed carefully.
Suggestions for introduction work
in intermediate and Grammar grades.
Plants. = Common wild flowers:
Many distinguished and named; de-
tailed study OF several, as follows: =
Place of growth, general shape and
size of plant; roots, position, kind,
use to.plant, adaptation. Stem-shape,
size, use to plant. Leaves = shape,
veining, position, arrangement. Flow
color, shape, parts and
use of each, distribution of pollen.
Deciduous trees in fall and spring
and evergreen trees in winter, some
what as follows: Whole. Parts-Roots,
trunk, branching, leaves, fruit, wood,
uses Of to man, apaptation Of parts to
work performed. Any special parts
Of historic or other interest.
Detailed study of fruits:-
HioSny, DIS hPplo, pear, grape, rSld
lion to flower, description of parts and
'heir use to the plant as protectors of
jhe seed. Stone, as cherry, plum,
peach: plan for release and distribu
ion of seed. Dry, as acorn, bean,
grains, etc.; uses to man and beast,
distribution.
Minerals Building stones: granite,
marble, sandstone. By simple exper-
ments lead to knowledge of forma
ion. Notice where found, structure,
lardness, colors, luster, Transparent
les, use to man, why useful.