isa-normaladvance-1909-00146

Description:	146THE NORMAL ADVANCEthe direct human interest in nature. Sciencestands for scientific organization based on direct interest (1) in origanized knowledge forits own sake, and (2) with the hope that possibly such organized knowledge may some daybecome direct interest in applied science.Nature study deals with details, science withfundamentals. Science concerns itself withprinciples and classifications, involving analytical and synthetical processes quite beyond thepower of children in the grades. Nature studyis to give facts, science to discover principles.Now there is no doubt but that a teacherwho has command of the elementary sciencesis better able to teach nature study, but in addition she should have a knowledge of the principal aims and methods which are peculiar tonature study. And it is to be hoped that theState Teachers Training Board will interpretthis requirement as meaning something morethan a mere knowledge of some one or more ofthe sciences.One of the chief disciplinary values of naturestudy is that it cultivates the habit of independent investigation and action on the part of thepupil. This spirit has been lamentably absenthowever in some of the nature study teaching,and the method in such teaching is not unlikeseeing the sights of a city in the modern observation car. As you are carried along, the guidecalls your attention to this, that and the otherpoint of interest. You sit with folded armsturning your head hither and thither in response to his directions. Your attitude is thatof supreme passivity. Now, this is not verydifferent from some of the nature study teaching, which is going on. The child is entirelydeprived of the opportunity to discover thingsfor himself. Nature study implies that everypupil has the opportunity to see and handle,when possible, the object which is beingstudied. There is a pleausre and an educational value in this individual experimentationand study which can not be compensated forby such teaching as just mentioned.A similar mistake which the untrained teacher is apt to make is to fail to discriminate between the essential and the non-essential factsregarding nature. I have heard of teachersspending lesson after lesson on the forms ofleaves. It is a very fruitful field for busy workbut this is not a sufficient excuse for omittingthe many very interesting and instructive factsregarding the leaf. The selection of material isto be based on interest and the relation whichthe object has to the childs life at that particular time. Precedence being given to those factswhich are most closely connected with his life.The space which can reasonably be allottedto this paper will not permit of a discussion ofevery feature of the nature study movement.Suffice it to say in conclusion that the IndianaLegislature has taken a very forward step inthis movement. And if the spirit of the requirement is kept by the teachers, the schoolswill not continue to turn out boys and girls whoare unacquainted with the most commonplacefacts of nature, but in their stead will be anarmy of young people who take interest andpleasure in the wonderful world in which theylive.Heaven gives our years of fading strengthIndemnifying fleetness And those of youth a seeming length,Proportioned to their sweetness.—Campbell.
Source:	http://indstate.contentdm.oclc.org/cdm/ref/collection/isuarchive/id/34176
Collection:	Indiana State University Archives

Further information on this record can be found at its source.