. Handbuch der Natur - Studie für Lehrer und Eltern, auf dem Cornell Natur - Studie Merkblätter. Die Natur studieren. Die Lehre der Nature-Study 13 SOLLTE DIE ART-Studie Lehrer lehren, wie man Leben zerstören? ^ T ist vermutlich im richtigen Umfang der Natur - Studie Lehrer Betonung der Domäne des Menschen, der in der Stärksten aller Tiere, behauptet sein wird, welche in seiner Mitte soll leben. Aus Sicht der abstrakten Gerechtigkeit, Stray cat hat genauso viel Recht zu töten und essen die Robin, die im Weinstock zu meinem Portal baut wie die Robin hat zu ziehen und der Regenwurm Essen

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. Handbook of nature-study for teachers and parents, based on the Cornell nature-study leaflets. Nature study. The Teaching of Nature-Study 13 SHOULD THE NATURE-STUDY TEACHER TEACH HOW TO DESTROY LIFE ? ^T IS probably within the proper scope of the nature-study teacher to place emphasis upon the domain of man, who being the most powerful of all animals, asserts his will as to which ones shall live in his midst. From a standpoint of abstract justice, the stray cat has just as much right to kill and eat the robin which builds in the vine of my porch as the robin has to pull and eat the earthworms from my lawn; but the place is mine, and I choose to kill the cat and preserve the robin. When emphasizing the domain of man, we may have to deal with the killing of creatures which are injurious to his interests. Nature-study may be tributary to this, in a measure, and indirectly, but it is surely not nature-study. For example, the child studies the cabbage butterfly in all its stages, the exquisitely sculptured yellow egg, the velvety green caterpillar, the chrysalis with its protecting colors, the white-winged butterfly, and becomes interested in the life of the insect. Not under any consideration, when the attention of the child is focused on the insect, should we suggest a remedy for it when a pest. Let the life-story of the butterfly stand as a fascinating page of nature's book. But later, when the child enters on his career as a gardener, when he sets out his row of cabbage plants and waters and cultivates them, and does his best to bring them to maturity, along comes the butterfly, now an arch enemy, and begins to rear her progeny on the product of his toil. Now the child's interest is focused on the cabbage, and the question is not one of killing insects so much as of saving plants. In fact, there is nothing in spraying the plants with Paris green which suggests cruelty to innocent caterpillars, nor is the process likely to harden the child's sensibilities. To gain k

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