The Idaho Republican. [volume] (Blackfoot, Idaho) 1904-1932, 1908-03-20
THE PLACE OF NATURE STUDY
IN THE SCHOOLS.
(By Miss Estella Crowder.)

(By Miss Estella Crowder.)
In the educational world there has
been, in the last few years, an in
creasing demand that the child be
given cultural training along with
the technical. The rudimentary
branches as arithmetic, spelling and
writing were not enough. Reading
and geography approached the re-
filming, but in the greater number of
cases the child's school life ceases
before firm foundation is laid. A
demand has been made then for
something that so touches the great
human interests that the child will
be led to explore on for himself.
Something has been demanded that
will lead the child mind onward and
upward until he will have acquired
the power to release himself from
the sordid and low.
In answer to this urgent request
drawing and music have crept in,
giving a refinement Of their own.
But there comes an objection to
these in that they do not reach those
individuals whom we wish to touch
most-the boys of the streets. At
certain stage in development most
boys show large amount Of the
savage. It is to be deplored that in
many instances this savage strain
continues into manhood and we have
as a proof the low browed, lawless
individual who makes us feel asham-
ed that we are his fellow citizen. The
characteristic of this state is shown
in the invariable desire to break and
destroy. The boys toys are torn to
pieces again, while no living creature
smaller or more helpless than him
self but suffers from his wanton de-
sire to MAIN or kill.
By the refining influence of Gull
tured home or later education this
tendency may be perverted, and a
tender, thoughtful man take the
place of the harum-scarum boy. But
to how many are given the saving
influence? Take, for instance, few
of our rough boys of the street. How
many go home to quiet cheerful
place where the father is a true hus-
band and father and where the
mother presents calm ladylike
graciusness? Rather they go into
dingy little rented houses or apart
ments which are crowded full. The
mother is tired, overworked, wor-
ried and therefore cross. The father
is worn and surly. The younger
children are teasing and noisy. Little
wonder that the boy still wishes to
tear things to pieces. He grows into
manhood and that primordial cruel
ty is wreaked on his dependent wife
and children rather than on the toys
and toads of his youthful days.
Since the home does not help the
boy, then double duty falls upon the
schools. A double portion must be
instilled. Some one tells us it may
be done by music, drawing and man.
ual training. Very we'll, begin with
music. He sits listless in the class
or sings with one eye on the teacher
and the other on bean snapper.
When asked why he refuses to take
part in the lesson he will wriggle
awhile and then burst out with an,
Jaw, don't like music. anyhow.
What's the use of it,"
With drawing and manual training
matters are liable to be different.
These give him something to do with
his hands and thus tends to correct
and guide into safe channels the
instinct of breaking up and destroy
ing. But these branches do nothing
w COuACCluCt Va uCSIiOy IudC pilIul-
tive love of teasing, manning and
killing animals.
To meet this need another branch
has been introduced into our school
systems, that of nature study. Ma
ture study is not fad any more than
are manual training and domestic
science. 1t should be taught as we
should all know how to cope with
nature and understand 1t, both from
appreciative and economic reasons.
In many schools not enough at
tention is given In the environment
of the child to interests which affect
great human interests. Nature study
is not to teach children to observe
things, but is for vitalizing formal
studies and to make them efficient
tools in the boy or girls prepare
ton for life. 1t is to project expert
ence getting into the school life of
the child. 1t is to establish whole
some interests outside of school
hours. 1t Is to make the child see
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