A FEW SUGGESTIONS CONCERNING NATURE STUDY.
By Frederick Griggs
I HAVE already made quite a number of suggestions regarding the methods of nature study, but there is very much more that may be said concerning this most important subject. Next to the Bible, nature study stands in importance; and it should receive a great deal of earnest thought on the part of parents and teachers, to enable them to direct the children in their observation and studies. It is perhaps unnecessary that I should call attention to the necessity of developing a spirit of reverence in the child as he studies nature. Animals and even insects should not be killed and destroyed, in order to study them. Even flowers should not be ruthlessly pulled to pieces for observation. Animals may be kept in captivity for a time that they may be observed, but they should be given their freedom ultimately. But the better way to observe them is in their natural haunts, where they are at home, and where they may be observed unmolested. The bodily structure of all forms of animal life is appropriate to their habits and avocations; and while the structure of all animals should be studied, yet this should not come until after there has been a very close study of their habits and customs. It must be remembered that the child is to gain knowledge, not so much from what he is told as from what he sees; accordingly, to enable him to see as he ought, skilful questioning is necessary. A strong question is one which leads to thought. It is definite, calling for an answer concerning some particular feature of the object under study. A very common question is, "What about such and such a thing?" But this common question is an exceedingly weak and indefinite one. It is much better to ask definite questions, such as relate to size, color, form, and use of the object under study. Indefinite questions lead to inattention, and the whole purpose of the study is lost. The child should not be asked to give a conclusion too quickly. It is well for him to wait until he has had data concerning the object under study, and has had the testimony of others concerning it. This applies to all children, of whatever age, or under whatever circumstances. The older ones, however, should keep note-books, that they may learn to be very definite and accurate. Special emphasis should be placed upon the important characteristics of the object under study. Children will naturally have their attention arrested by many things which in themselves are hardly worth remembering. The curious streaks of the apple will mean as much to them as the number of seed cells, and yet knowledge concerning the seed cells is valuable, while that concerning the streaks of color in the apple is of but little more than passing interest. In studying an object, such, for instance, as a plant, the question often arises, How much study should be placed upon it; that is, how long continued? It is difficult to answer this question definitely. A general rule, however, is that the interest of the child will determine the length of time the study should continue. Wherever it becomes manifest that he is losing interest, it is well to bring in some new specimen; but the interest of the child will be continued much longer if he is asked intelligent questions. In studying any object, whether animal or flower, its relations should also be studied. Every object in nature has some points of relationship which are to be observed. Care needs to be exercised in the introduction of technical terms. The flower should not be taught for the purpose of introducing the terms "stamen," "corolla," "pistil," or "calyx," but rather the purpose of these various parts in the plant as a whole may be studied. However, one should not hesitate to give to the child these technical terms when he can understand them. When the child is thoroughly familiar with the part of the animal or flower under study, he can then assimilate and remember the scientific name of that part, but it should not be given to him in a manner to make him feel that it must be remembered, but rather introduced incidentally. Children prefer to call objects by their right names, just as well as older people, and it is not difficult for them to do so, if they have grasped the thought which the word expresses. While it is true that children should not be told what they can not see for themselves, yet there are many times, indeed, when they should be told much that they are eager to know. It is a mistake to believe that we can find out everything for ourselves. While there is no teaching that is of any particular value, aside from self-teaching, yet if information is given to the child in the right way, it becomes self-teaching to him. The child should come to read intelligently, and if the teacher carefully and conscientiously adds to the child's observation that which he can not well see for himself, by telling at just the right time, and in the right manner, he is led to form the habit of judicious reading, which is but the continuance of intelligent telling by parent or teacher. Perhaps one of the most serious problems which confronts parents and teachers in this matter of nature study is the lack of sufficient knowledge. The majority of parents have not had scientific training, and a great many teachers have had only a beginning in this direction. While it is true that this lack of preparation is a great obstacle, yet neither parents nor teachers can wait till they have been thoroughly trained in scientific study, before beginning to teach. If the parents have no knowledge of the object, they can begin to make observations, and even ask the children questions, which need thought and care on their part as well as that of the children to answer intelligently. It is well for them to choose those animals or flowers or stones which are of interest to them. Fifteen or twenty minutes daily spent in study at home, making thorough observations and careful notes, will in the course of a year be the means of accumulating much definite knowledge concerning many objects. To-day there are many helpful and useful books which will be of assistance in making observations. The desire which the parents have for study, and the interest and determination which they manifest in carrying out this work, give the children inspiration and a permanent interest. Even if the beginnings are small, yet the results may be a fuller knowledge and a brighter, purer power. It is a knowledge of that which is wholesome and helpful which lifts the mind of the parent above the sordid cares and routine of every-day life. If they can study under the direction and notice of some one who is trained, it is a great help; but if this is wanting, there is no necessity for delaying the study, as I have suggested. It is not necessary to wait until some more convenient season, for the convenient season is slow in coming, because parents have their hands, head, and heart full of work already. But nature study, instead of increasing this work, lightens it, and they come to have a deep and permanent interest in the works of God about them. These works of God reveal His power. In conclusion, let it ever be remembered that the purpose of the study of the works of God, as manifested in all the objects of nature, is not simply the acquiring of more knowledge, it is not simply learning, but it is the development of character, the inculcation of truth, the revealing of the love of God; for God is love, and everything that is about us is a manifestation of love; but our minds are perverted, and our eyes are blinded, and unless the Spirit of truth is in our hearts, we fail to see the lessons which are for us. FREDERICK GRIGGS.