The Calhoun chronicle. [volume] (Grantsville, W. Va.) 1883-1984, 1908-02-11

IL is the purpose OF nature-Study &c
develop the child's native interest in
himself and his surroundings. II pro
ceeds on the theory that the best ed
ucational procedure with the young is
first to direct the personal sentiments
powers, and adaptabilities. OF course
we must consider not only what the
child's interests and powers are, but
also how we can aid him to grow into
a man; but we cannot annihilate the
native adaptabilities without endanger.
ing the child. 1t may be even danger
Gus to try to suppress them. If these
tendencies and sentiments are not di-
rected, they are likely to develop into
wild and wasteful energies. The caus-
es of truancy lie in part in our over
diligcnt efforts to repress the native
enthusiasm of the child A good part
of our training of childen, | fear is ex-
pressed merely by the command
Don't" Each truant is a problem In
himself, but it is probable that most
truants belong to one or another OF
three classes: % the vicious class
CD the low mentality class; CD the
class that will not conform to usages
and to customs, and in which the ener-
gies tend to run riot, or at least to
express themselves in cratic and un-
conventional ways. These last are the
true truants. They are repressed
children. A child of this class may be
likened to jack-in-the-box; he is
forced into conventional limits, but
is always ready to break out in a way
that brings CONSERVATION to the we'll
behaved
Nature-study, therefore, is to begin
with general, common, normal, and un.
dissected objects and phenomena,
rather than with definition and CLASH
fication, in order that the child may
be developed naturally. Definition and
classification are the results of the
accumulation OF experience They
are not primary educational means
or methods. Definition always lags
behind knowledge. II Is likely 20 take
the place of knowledge In the child's
mind. 1t did in the old botany and
grammar and physiology. As soon as
we begin to compress knowledge and
experience into the limits of definition,
we take away the life. spontaneity,
and enthusiasm of it, Definitions are
for mental guidance after experience
has accumulated, and they become
more exact with the maturity of the
person. No doubt we have override
fined the subject matter in our text
books.
Nature study is coming more and
more to be an out-of-Goor subject, for
the child's interest should center more
in the natural and indigenous than in
the formal and traditional. 1t is not
our sphere to live chiefly in buildings.
Nature study began very largely with
object-lesson work. The objects might
have been collected out of doors, but
they were taken into the schoolroom
to be studied. This was a distinct adj
vance over the older type of object
study, because it tended to substitute
natural objects for artificial and geo
metrical and unpersonal ones; but it
did not develop into true nature-study
until a distinct effort was made to
study the objects and the phenomena
just where they occur in their normal
relationships There can be no effec-
tive sustained nature-study when the
work is confined in a building.
One is impressed in the various ex-
pressions coming from many parts of
the country with the universally and
unanimity of the nature-study move
ment indicating the existince Of a gen
eral feeling that the schools are not
adequate and not vital
The nature-study teaching has in
troduced many new and significant
phrases into the teachers vocabulary.
as, for example. Increasing the JOY of
living" sympathetic attitude toward
nature" increased interest in the com
mon things" "to train the creative
faculties"
The keynote of nature-study is to
develop sympathy with one s environ
ment and an understanding Of It. The
long continued habit Of looking at the
natural world with the eyes OF self-in-
terest-to determine whether plants
and animals are beneficial" Jr Injui-
ious" to man-has developed a selfish
attitude toward nature, and one that
is untrue and unreal The average man
today contemplates natcre only as IL
relates TO his own gain or personal en-
joyment
The end Of nature-study is 10 deveI-
op spiritual sensitiyeness and insight:
therefore. IL must not cease with mere
objects and phenomena I'm this 10 dit
fers from the prevailing conception Of
demonstrating. I think that catch
this note I'm the syllabi and boows that
have examined This attitude accepts
phenomena as real. and regards what
we call progress TO be really such.
II accepts the world as good nc does
not depreclate the need and import
ance Of introspectlon but regards in
trospection and meditation as exercise
for mature and maturing mind. and
holds that such exercise is most ef-
fective when most closely related to
experience. Nature-study is not mere
~ objective If It IS developed I'm the
way I'm which Il should be developed.
lf we develop first the meditative. pas