New-York tribune. [volume] (New York [N.Y.]) 1866-1924, 1905-09-17

quarters, and then was permitted to
cease only because | had talked about
every insect in my cases and the prln-
cipal interceded and dismissed school As
| passed out my listeners still hung
round the door, and | was escorted by
them to the street-car, meanwhile being
entreated to tell more.
As | always had regarded it as one OF
the fundamental principles of methods
in nature-studv that a lesson should be
short and sharp and not convey too
many ideas or introduce too many Sub
iects. | naturally felt crestfallen and
began wondering if all pedagogical pr1n-
ciples were likely to be smashed to
"snithereens" when brought into sharp
contact with children, their ways and
their interests.
Though nv own experiences have been
mostly with children of the poor in cities,
and who were therefore not SUBJECTED with
pleasures and amusements; yet child
is child, and | am informed by those
who teach the children of the rich that
they show the same eagerness and JOY IN
learning natures ways. L know OF one
city teacher who, through lack of room
in her school building, was obliged to
fit up an unfinished but well-hghted garnet F.
for nature-study laboratory. The little /
pine tables covered with white Oil-clOth |
and the plain wooden chairs comprised
the furniture of the room. But there |
were aquaria and growing plants in the |
windows, and insects and other little
animals in cages to be seen here and there. !
To this room one day a little boy, the |
scion of an old and wealthy family, |
brought his mother, that she might see
and admire. Though their own home
was filled with luxury and art treasures
which money and cultured taste COM /
mand, vet as he entered this upholstered
garnet, he said to his mother: Il think
this is the most beautiful room in the
whole world!
Nature-study is not for discipline and
drill; and the only reason why it may be
added to the already crowded curri-
culum of the public school is because it
is an ever-present help in the regular
school work. Instead of an added bur
den, it is a new interest which Eliminates
the several studies already in the Curri-
cu1um. After many years of teaching
and experimenting, it finally has been
discovered that in order to write we'll the
child should have something to say
something within himself that demands
outward expression. 1t also has been
discovered that drawing is a natural
method of self-expresSion on the part of
the child, and unless distorted by bad
teaching, it is ever a joy rather than
task. However, to keep it JOY rather
than task it must express in color or in
form something in which the child is in
terested.
Now, the study of nature is so natural
to the child that he is not conscious that
he is learning anything when he is en-
gagged properly in this study.
He finds these delightful out-of-door in
terests an absorbing occupation, and
nothing pleases him more than to tell
about them to a sympathetic listener
He also likes to write about them when
the one who reads is Interested; and he
involuntarilv makes drawings so that
he may better express to himself and to
others what he sees than he may with
written words
Thus it is that nature-studv rightly