Field Excursions by A Lover of Nature

Review and Herald Publishing Association · Tacoma Park Station, Washington, D. C. · Jan 10, 1907

Field Excursions

By A Lover of Nature

THAT knowledge is most practical which comes to the child through observation. Although he is so interested that he is not conscious of it, the brain cells are affected more deeply by the things that he sees than by the things that he hears, so he remembers them longer. More than that, he makes use of the knowledge, for he sees its utility. One sees this readily in observing a carpenter's little boy playing with his father's tools, and comparing his skill with that of the child who has only heard about them.

The teacher may make use of this observation in her school work if she will. In the dim and distant past, living realities were taught as if they were dry theories; but as we advance, we find that our German teachers are wiser than we, in getting the child out to find things for himself.

If you have never done so before, take your children out one of these bright, delightful afternoons. Plan your lesson carefully beforehand. Be sure that the children understand what they are going for. Possibly you are going to give them a lesson on drainage. Take them up a creek a little way. It will not be long before they will recognize the three slopes. If you can, take them to a springy hillside near the brook, where they can see the tiny streams uniting to form larger ones. It often happens that one can find miniature lakes in such spots. There may be a place where two larger streams unite; if that is so, the children can see even better and appreciate what a divide is. More than that, between the children and the teacher, all the smaller relief forms of land and water will be brought out, for the children delight in finding and naming them. Then a little leading on will help them to form a concept of real mountains, and volcanoes, and seas.

If there are only a few children, the walk from the schoolroom may be very informal, simply a delightful time out of doors, followed by fifteen or twenty minutes' study when the destination is reached, a little time for play, and the return. If there are many children, it will probably be necessary to march, or walk two by two, without conversation. If there are troublesome, mischievous children, some of the mothers will be glad to come and help the teacher. The mischievous boy will usually keep on his good behavior under the responsibility and honor connected with being Mrs. Smith's escort. If children persist in annoying, leave them behind.

Let the children study nature out of doors. Spend a half-hour some afternoon with the trees, studying their bark, and leaves, and fruit, or their buds and branching in winter. One tree will keep a class busy for quite a while. The time spent with the teacher will teach them how to use their eyes and ears to better advantage when alone, making their own personal observation more pleasant and accurate.

Long-distance measures should be taught out of doors, by letting the children measure distances between things that they find on their journey. If you can get permission, and it is seldom refused, take the older children through some of your factories and mills, and let them see how commonplace things are really made.

And above all, to avoid that disappointed feeling, plan your work carefully, go over the ground yourself first, so that you will know just what to call attention to, and just where you are going; interest the children in it beforehand, and let them understand that they have certain definite things to do.

A LOVER OF NATURE.