NATURE STUDY.

Otago Daily Times, Issue 20642, 14 February 1929, Page 13

NATURE STUDY.

INSTRUCTION FOR PUBLIC SCHOOLS. A discussion on the subject of Nature study at the Science Congress, recently held at Auckland, was introduced by Mr G. M. Thomson, M.L.C., in the following paper:— The latter half of last century was characterised by the extraordinary scientific revolution which followed the development of the evolutionary theory. The publication of Darwin’s “ Origin of Species ” in 1859 is usually accepted as the. starting point of this great intellectual movement, which revolutionised the thought of the world. Men’s minds had been moving in that direction for some time, and the scientific atmosphere was favourable. Since then, during the first quarter of the present century physical science uas. shown the most gigantic advance, and this has been accompanied by a remarkable development of mechanical achievement. These things have completely altered the life history of the men and women of the present generation, so that our ways of living, bur occupations, our means of travel—indeed our daily routine of life is changed in many ways owing to these remarkable movements.

Other causes have further contributed to bring about this change. The introduction of the kinema has provided, a means of amusement which, while it inay be often instructional, is not educational in the true sense of the word, for it demands no exercise of thought. The evil effects of the Great War are apparent in many directions, and it will take the best thought of the time for. more than one generation to cope -with and overcome the evils it has engendered. Added to all these is the increasing over-addiction of all classes in the community to game's and to sport, to the neglect of intellectual pursuits. Panem et circenses is still the motto of the masses.

, One effect chiefly exercising minds < what I would designate as of second rata calibre, is to produce a craze for rapidity of transit. Thirty years ago we were content to travel at moderate speed, and we even approved of horse-drawn vehicles. The development of the motor car has changed all that. Now we'are dissatisfied if we cannot get over the country roads at 30 to 50 miles an hour. More recently still has come the development -of aerial transit, and 100 or even 200 miles an hour is soon going to be the accepted pace of movement. 1 You ask what has this craze to do with Nature study ? _ Just this, that the average individual is now in such a hurry to get over the ground that he has no time to do more than watch the holes and bumps in the road he travels, and the obstructions he meets with, or even if he is only a passenger, he sees the country he passes through with little more than a flying glance. He has no time to see or make himself acquainted. with the ground he walks on, with its teeming animal and vegetable life, and with the interesting phenomena which confront him at every step. The average man, certainly the average town man, does not know the common .birds he sees every day, except perhaps the übiquitous sparrow; much less does he know their song or their call. He cannot tell one insect from another; he is quite ignorant of the weeds in his garden or on the roadside; in fact, lie knows little of Nature phenomena at all. This lack of knowledge is common to all classes, even to many teachers, and to very many who think themselves well educated. The result is that even many intellectually developed , persons cannot understand numerous allusions in the poems of Nature students like Wordsworth and Tennyson. The majority are like Peter Bell, of whom Wordsworth says:—

“A primrose by a fiver’s brim A yellow primrose was to him, And it was nothing more.” How few .can rise to the thought expressed in Tennyson’s lines:—

“Flower in the crannied wall, I pluck you 'out of the crannies, I hold you here, root and' all, in'my hand. Little flower—but if I could understand What you are, root and all, and all in alt, I should know what’God and man is! ‘ My object to-day is. to arouse renewed interest for Nature study at this conference, so that there may'emanate from it a resolution which will carry weight with education authorities, and inspire a demand for its more effective application in our schools. Thirty years ago it was acclaimed qs ■an all-important part -of primary education. To-day it has not only disappeared from many schools, but the Syllabus Revision Committee which was set up in 1927 arid reported to the Minister- of Education last year, never even mentioned the subject either in the majority or the minority report. There used to be a substitute in many schools called an object-lesson,' but this did not touch on the observation of Nature, which is what I desired to see encouraged. The object-lesson in the hands of an able teacher became a most instructive and interesting one, but depended very largely on the fund of knowledge and the power, of imparting it which the teacher possessed. In many cases it was a dry, uninspiring waste of time, for the very simple reason that too many of the teachers had no first-hand knowledge of the subjects they handled, and crammed up some dry-as-dust facts out of -text books.

I do hot. think any apology is needed for discussing this subject at a science congress, for one of our objects is to encourage the pursuit of every branch of scientific knowledge, and this is largely brought/ about by training the young in habits of . observation and independent thought.

The education of every child begins by observation. The basal senses are normally all present at the birth of the child; the eyes perceive light, the nose perceives smells, etc.; but the development and education of these senses proceeds at different rates. The first developments are probably in touch and taste; sight and sound come later, and smell in many cases last of all. This is not the order in many animals,* e.g.. lambs probably recognise their dams by smell very early in their existence. It is, however, apparent that a very young baby learns that things are hard or soft, rough or smooth, rounded or angular, and that certain tastes are good and others disagreeable, considerably before the mother’s influence is recognised. The education of the eyes depends largely on the deevlopment of touch, and goes on for years, but. at verydifferent rates in different individuals; for example, a child of two will hold out hands to grasp the moon, while the success of many optica! illusions illustrates the fact that even in adult life many people have not learned_ the full use of their eyes. The eyes judge shape only after the hands have learned it; judgment of distance is a late development. The sense of smell in modern. man is often much in abeyance and varies enormously To some it merely expresses pleasure or the reverse; hut some children habitually investigate strange things by smell as one of their first acts. The chief fact about smell is that its association with any ideas it may arouse is extremely strong It also is a sense capable of a wonderfully great degree of development, along witT taste, e.g., in wine and tea tasters. In the case of the human infant the recognition of the mother as distinct from other women is not the earliest of developments. ' The idea of authority which in later life exercises such a powerful influence comes later than any of these,though it is wonderful how soon some babies learn to rebel.

My point is that the education of the infant begins solely by observation, and that learning communicated from an outside source is quite secondary in time. A wise mother trains her child’s powers of observation, and a primary object in kindergarten teaching is the development of these powers. Unfortunately, in the standard work of our primary schools little scope is left for observation, the teaching is nearly all authoritative. Statements contained in books or communicated by the teacher are the sources of _ most of the information which the child receives, and sooner or later this becomes almost the only method of instruction. When the teaching of applied

* In the " Syllabus of Instruction for Public Schools,” Issued by the Education Department last year, considerable attention la devoted to Nature Study and Elementary Science. Very full details of work and suggestions are given for the different standards, and these have boon ..carefully worked out. Bui tho scheme is far too elaborate and is a counsel of perfection that could not be carried out In practice. It , reads as if it had been prepared by an amateur with high Ideals, but with little practical experience.

mathematics or. of physical science is introduced into the curriculum a certain amount of observational work is developed, but Nature study as such is still much neglected. In secondary education, botany, of a sort, is taught in many. girls’-, schools, but is almost or altogether ’ neglected in boys' schools. This has Jal- ; ways appeared to me as a rather remark-! able fact, seeing that a section of these’ secondly school pupils . propose to study medicine,, and sit for a preliminary medical examination. Yet no provision exists i for including natural science, especially; observational science, in such an examination, and as a consequence secondary schools do not provide the teaching. Yet a most important part of the equipment; of a medical man is diagnosis, and this is the very point in which so many are weak, because their observational powers hare been sor feebly- developed in their -earlier! education. , .

It may be asked wha-t practical value' has the teaching, of nature study in the education of the young? I think the first and most important effect is the awakening or re-awakening: in the young-mind of an interest in the subject—an interest which broadens the view of every child, and which frequently creates an 'intense liking for the nature study lesson, such as few other subjects can create. It opens the mind to a'field of knowledge and. experience which, while it requires no books to start with, leads to a love of books which touch on the facts and delights of nature. It is a field in. which .each searcher can find neverfailing pleasure; ft never palls or grows stale. The seasons come and go, and each brings new matter for interest. Years do not bring weariness—-indeed, with increasing years there may come increase of-interest. The preacher speaks of the day. " when they' shall be afraid’ of that which is hi. h, and fears shall be in the way, and the almond tree, shall flourish, and the ’ grasshopper ’ shall be a burden, and desire shall fail,” but the writer of Ecclesiastes was a continued pessimist, while the true, nature lover is an optimist. Tn nature study people learn new facts which- have never before been recorded. That is one of the wonders and delights of all .original scientific .work, and the field is so vast; and open to such close examination that-its newness and freshness can never be exhausted. Of course, to those who measure , everything by an utilitarian standard, the "value of such study is very slight. But I am addressing people- who know .that man shall not Jive by bread alone, —who recognise that fulness of life is not gained by the possession of wealth, but by so developing mind and body that one can appreciate and enjoy God’s good gifts, which are so lavishly bestowed all round us, but -which we are so apt to ignore .or to forget. Far too much t : —>e and money are. spent to-day in 'a-tpusements and occupations which require little thought, arid which lead to no further, mental development- ‘

Now, it must not be thought from what I have already said that nature study is ignored in our primary schools, or that the Education Department, many education boards, and very many teachers throughout New Zealand are not aware of the. importance of the subject and are endeavouring to give,, it its due place in the curriculum. What led me specially to desire a discussion of it in this conference was the absence in the recommendations of the Syllabus Revision Committee’s report of any reference, to it,. In the questionnaire “A ” sent out, a list of all subjects is given oh which opinions are asked. Nature study is not ■ one of them, although an indefinite subject, called "science" is No. 10 on the list. There is also a list of 12 qualities in the pupils, but “observational power ” is not among them. Only three questions arc asked in this questionnaire,, and the third is—- " What measures would you suggest for bringing school life more in touch with the professional, industrial,, commercial, and other activities of " real life? ” What did the authors of this question mean by “real life?” Apparently they were only, thinking of the . utilitarian' standpoint, not of the fuller life, which, after all, is the only “ real life.” . .. In many training colleges and schools attempts are made to introduce nature study, but the practical difficulties are considerable. The subject does not readily adapt itself to the requirements of a cut-and-dried syllabus. Many very keen teacners have not the knowledge requisite to lead their pupils to an interest in the subject. In many country schools there are classes for agriculture, but this is apt to develop, into -lessons in elementary chemistry or physics, and I am informed that in many- cases the lessons inspire little enthusiasm. School gardens are attached to numerous. schools, and can be most : useful in inculcating a taste for natural objects' Here, again, the emphasis placed by the pupils is not so much on the phenomena of growth and culture of plants, and the beauty of form and ■ colour of those cultivated, as the opportunity of getting into the open air and out of the class room, ;.and its numerous ways offered of shirking, hard work. I admit the problem is a difficult one. ....

It is of little use pointing out 'tills importance of any teaching subject unless one can further show how it can be effectively taught. To my mind the first’ requisite is to have the teachers both interested and instructed in the subject. Now there is little provision for the training of teachers in Nature study, though there is ample hr subjects cognate to itIn all four university centres there is definite teaching in biology, and its subdivisions of botany and zoology; in physics and chemistry, which open up possibilities in meteorology, astronomy, ‘ agriculture; and in geology. Most of this is of a first-class order, and in capable hands... proves .most fascinating, but it- does not lead very.; dire, ctly to Nature study, except in the case of those who already. are fired with the naturalist’s enthusiasm. "What is needed for the average primary school teacher is something much simpler. What , I conceive is required may be illustrated by the case of a primary school teacher whom I knew in Otago, and - who has since risen -to a high position in his profession. He was a keen observer himself, and was attending classes ta Otago University on Saturday . forenoons, classes specially arranged for teachers. He told his. .VI Standard pupils to. bring him anytjiiug - they liked- or which : interested them'in the way of natural history objects —animals, plantq, stones; etc,—and if he could not .tell them something about'them lie would find out for them.' The response came quickly, and he brought his-mite-rials into ; towh 'on the Saturday mornings, submitting his animal collections to Professor Bonham, his plants to me, and his rock specimens to Professors Park or Marshall. . Apart from the idea of becoming fellow-students ; of their own teacher, the pupils became intensely interested ■in the •york, and brought all sorts of things to school—no doubt to the embarrassment and disapproval of the janitor, ■ Part of the Monday was devoted entirely to Nature study work; the specimens were returned to the finders, named as far as possible, and much information was communicated both by the teacher and the collectors. The spirit of the school was changed, and the lessons became a pleasure instead of a drudgery- Unfortunately for the school, such a treasure of a' teacher could not beretained, and a very much higher position was opened for him in the North Island, where he was able to develop his special qualities and abilities on a more extensive field.

*1 think that if courses of practical in* struction in elementary zoology, botany, and geology,, dealing with the animals, plants, and rocks found in the neighbourhood of the teaching centre, and as free as possible from technicalities, could be established, they would prove not only .most valuable to school teachers, but would create an enthuiasm for the subject which would quickly communicate itself to the pupils, 1 am quite aware of the fact that in any ordinary school , class taken at random to-day only 'a' limited proportion of the pupils would at first take a real interest in Nature study, but it is a field in which the taste quickly spreads, and the enlivening effect produced whenever children find themselves actively associated in the work with their teachers, a work in which there are no home lessons and no memorising, is very remarkable. In conclusion, I commend this matter to your favourable consideration.