. Handbuch der Natur - Studie für Lehrer und Eltern, auf dem Cornell Natur - Studie Merkblätter. Die Natur studieren. Handbuch der Nature-Study. Natur - STUDIE NICHT FÜR bohren, wenn die Natur-Studie einen Bohrer, der pädagogische Wert verloren. Wenn es richtig gelehrt hat, das Kind bewusstlos ist der geistige Anstrengung oder dass er leidet der Akt der Lehre. Sobald die Natur-Studie wird eine Aufgabe, es sollte aufgegeben werden; aber wie konnte es überhaupt eine Aufgabe sein, zu sehen, dass der Himmel blau ist, oder der Löwenzahn golden, oder der Pirol in den Elm zu hören! Das KIND KEIN INTERESSE AN NATUR-Studie hat mit dem Schüler nicht in der

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. Handbook of nature-study for teachers and parents, based on the Cornell nature-study leaflets. Nature study. Handbook of Nature-Study. NATURE-STUDY NOT FOR DRILL If nature-study is made a drill, its pedagogic value is lost. When it is properly taught, the child is unconscious of mental effort or that he is suffering the act of teaching. As soon as nature-study becomes a task, it should be dropped; but how could it ever be a task to see that the sky is blue, or the dandelion golden, or to listen to the oriole in the elm! THE CHILD NOT INTERESTED IN NATURE-STUDY HAT to do with the pupil not interested in nat- ure-study subjects is a problem that confronts many earnest teachers. Usually the reason for this lack of interest, is the limited range of sub- jects used for nature-study lessons. Often the teacher insists upon flowers as the lesson subject, when toads or snakes would prove the key to the door of the child's interest. But whatever the cause may be, there is only one right way out of this difficulty: The child not interested should be kept at his regular school work and not admitted as a member of tht nature-study class, where his influence is always demoralizing. He had much bet- ter be learning his spelling lesson than learn- ing to hate nature through being obliged to study subjects in which he is not interested. In general, it is safe to assume that the pupil's lack of interest in nature-study is owing to a fault in the teacher's method. She may be trying to fill the child's mind with facts when she should be leading him to observe these for himself, which is a most entertaining occupation for the child. It should always be borne in mind that mere curiosity is always impertinent, and that it is never more so than when exercised in the realm of nature. A genuine interest should be the basis of the study of the lives of plants and lower animals. Curiosity may elicit facts, but only real interest may mold these facts into wisdom. WHEN TO GIVE THE LESSON 'HERE

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