209:, "nature-study cultivates the child's imagination, since there are so many wonderful and true stories that he may read with his own eyes, which affect his imagination as much as does fairy lore, at the same time nature study cultivates in him a perception and a regard for what is true, and the power to express it...Nature study gives the child practical and helpful knowledge. It makes him familiar with nature's ways and forces, so that he is not so helpless in the presence of natural misfortune and disasters." Comstock also felt that the nature study did not begin with books, but through the observations of life and form from the first naturalists. The point of the system being to "give pupils an outlook over all the forms of life and their relation one to another".
202:
like New York and
Chicago, and there was legislation to require students to spend required numbers of hours and days per year in the school system. With a growing population due to immigration and other reasons, young people could be taught useful skills for life and academia in order to "share fundamental civic values and enlarged view of their world". The nature study became the way younger students learned of their natural world. This also came at a time when legislation was being passed for conservation in the country, which helped gather support from parents and educators in the country.
108:
entomology, geology, and the like. That is, it takes the things at hand and endeavors to understand them, without reference primarily to the systematic order or relationships of objects. It is informal, as are the objects which one sees. It is entirely divorced from mere definitions, or from formal explanations in books. It is therefore supremely natural. It trains the eye and the mind to see and to comprehend the common things of life; and the result is not directly the acquiring of science but the establishing of a living sympathy with everything that is.
139:). Nature Study could be found in both urbanized, highly populated cities and in rural school systems because of the involvement of scientists in designing and implementing curriculum. For example, Wilbur Jackman created an outline of nature study with "life and its phenomena" which examined how the study of plants and animals would consist of zoology and botany (under biology), physics, chemistry, meteorology, astronomy, geography, geology, and mineralogy.
59:, nature study changed the way science was taught in schools by emphasizing learning from tangible objects, something that was embodied by the movement's mantra: "study nature, not books." The movement popularized scientific study outside of the classroom as well, and has proven highly influential for figures involved in the modern environmental movement, such as
252:
rural, rather than urban, areas. The ideology prevailed in antebellum southern institutions serving elite girls who never expected to work for wages outside the home, in northern schools that explicitly south to prepare teachers for the nation's growing common schools, and in
Catholic academies on the western front."
35:) was a popular education movement that originated in the United States and spread throughout the English-speaking world in the late 19th and early 20th centuries. Nature study attempted to reconcile scientific investigation with spiritual, personal experiences gained from interaction with the natural world. Led by
251:
The
Science Education of American Girls by Kim Tolley gives an explanation of high schools in America for females. "Higher schools for females served as important centers for the dissemination of the nineteenth-century ideology of separate spheres, institutions commonly located in small towns and in
107:
NATURE-STUDY, as a process, is seeing the things that one looks at, and the drawing of proper conclusions from what one sees. Its purpose is to educate the child in terms of his environment, to the end that his life may be fuller and richer. Nature-study is not the study of a science, as of botany,
121:
itself, and because of this was met with high regard and high expectations. Though many efforts had come before 1890 by some naturalists and scientists to teach and expand the movement, the nature-study movement really did not gain momentum with the public until the late 19th century. By 1925, the
247:
in the United States. In the later 20th century, opinions started to change about the movement, and it declined. Some male critics saw it as "romantic" or "sentimental". This created a gender issue that was forcibly imposed on the nature-study movement. By the beginning of the 20th century, many
180:
was also a noted advocate of nature study. Carver encouraged teachers to introduce nature study as early as possible, encouraging them to start with "the wee tots, the kindergarteners", and encouraged cross-curricular connections in addition to agricultural connections. Carver published a series of
130:
Many scientists, teachers, and leaders throughout the United States agreed on the value of nature study, and the subject became an important part of how the natural world was examined in many areas of the country by the early 20th century. Scientists gave public support to the philosophy and added
89:
Before the 1890s, the idea of nature study existed, but the "efforts had been sporadic and piecemeal." Naturalist Louis
Agassiz wanted to capture "learners in studying the natural world." His students, who were influenced by this philosophy, went on to provide the nature study knowledge in public
116:
supplying that: "Nature Study is for the comprehension of the
Individual life of the bird, insect or plant that is nearest at hand." Comstock continued that nature study aided "both discernment and in expression of things as they are." The movement came at a time when society was concerned with
201:
Sciences were expanding in colleges and universities, and scientists felt "that students needed more and better preparation in secondary and primary schools". Not only was the curriculum of schools evolving, but also was the system of education itself. Populations were rising in big urban areas
98:
Nature study can be described as "a loose coalition of communities composed of individuals, societies, and institutions able to find some common ground in the study and appreciation of the natural world". In "Leaflet I: What Is Nature-Study?" from a 1904 collection nature study lessons,
131:
to the creation of a curriculum and courses. The movement was particularly popular in the
Northeast, the West, and the Midwest. The South also found some use for the idea of natural science in their agriculture schools, as well as at Tuskegee Institute in Alabama (now
228:
Women played many roles in this movement within
American society. Some were able to find supervisory jobs, or jobs as professor in natural history at school districts, or institutions of higher learning. Some women helped to create the movement itself, like
181:
materials on nature study from 1897 until at least 1910 to encourage schools to integrate hands-on and outdoor education. Carver particularly advocated for building gardens at schools, and for simplifying some broad academic concepts like
219:
showed that of 127 public school systems, 49% offered Nature-study in all grades, 25% offered in at least six grades, 11% in at least four grades, 5% in three grades or lower, and 10% did not offer it at all in 1925.
233:, and also teachers were able to " nature study to varying degrees in their classrooms and occasionally modified the curriculum created by male professionals so that it favored the life sciences".
174:, which includes sections on how to teach the subject and how to teach the courses to children, and also includes sections from different species of animals and plants to even the skies.
263:
who made nature studies to support her family, and
Catharine Parr Traill investigated nature to describe the new territories where they found themselves in nineteenth century Canada.
212:
Because of the importance placed on the new generation, the surrounding public watched the schools carefully with high expectations of the students in the late 19th century.
156:
The
American Nature Study Society was founded in 1908, and still exists today. The society was an important aspect in helping to bring about the Nature-Study movement.
240:, the percentage of women high school biology teachers increased from 50% to 67%. The number of women physics teachers increased from 3% in 1915–16 to 7% in 1919–20.
189:
into the "language of the masses". This work to increase access to and familiarity with nature in schools has been cited by some as proof of Carver's early work in
153:, Crocker created a mineralogy course for teachers. Teacher found such education in the Boston area because of area scientist that would teach their courses.
841:
320:
675:
608:
464:
336:
Jenkins, E. W. (1981). "Science, Sentimentalism, or Social
Control? The Nature Study Movement in England and Wales, 1899-1914".
17:
910:
260:
75:
By the mid-19th century, a growing concern for the state of the environment began to take shape. In 1864, American diplomat
928:
650:
86:
Highlighting people's responsibility to the natural world, the work marked the beginning of the conservation movement.
933:
850:
Kohlstedt, Sally Gregory. "Nature, Not Books: Scientists and the Origins of the Nature-Study Movement in the 1890s".
626:"Research Guides: School Garden Movement: Primary and Secondary Resources: George Washington Carver and Nature Study"
146:
575:
244:
177:
160:
is one of the society' past presidents. It is considered to be America's oldest organization for environment.
292:
230:
186:
163:
157:
150:
40:
166:
studied and worked as the head of the Department of Nature Study at Cornell University with her husband,
190:
118:
36:
170:. Cornell University was considered to be a major hub for the Nature Study movement. She wrote the
272:
76:
182:
167:
132:
100:
52:
44:
904:
783:
122:
subject had found a place in the curriculum of almost every school district in the United States.
136:
871:
625:
553:
837:
604:
460:
316:
282:
56:
885:
345:
287:
142:
313:
Educational Reform and Environmental Concern: A History of School Nature Study in Australia
277:
830:
256:
81:
922:
64:
48:
576:"George Washington Carver|Carver's Nature Study Bulletins · Rural Schools|NAL|USDA"
60:
891:
349:
859:
Teaching Children Science: Hands-On Nature Study in North America, 1890–1930
237:
90:
schools. It was Agassiz who coined the phrase, "Study nature, not books."
884:
828:
Krech III, Shepard; Merchant, Carolyn; McNeill, John Robert, eds. (2004).
903:
149:" in Back Bay at the New Museum of the Boston society. Along with an
145:
along with women's clubs and other help in the Boston area, created a "
784:"Agnes Chamberlin: Chronology | Thomas Fisher Rare Book Library"
482:
The Science Education of American Girls: A Historical Perspective
457:
The Science Education of American Girls: A Historical Perspective
890:
676:"The Buried Environmental Justice of George Washington Carver"
236:
Over the four years from 1915–16 to 1919–20 in the state of
248:
young women were attracted to the natural history movement.
651:"George Washington Carver and Nature Study | Inside Adams"
112:
Anna Comstock defined the idea extensively in her book,
103:
presented the following description of nature study:
16:"Nature studies" redirects here. For other uses, see
697:
695:
243:
The nature study movement gave a new outlook to the
854:, Vol. 96, No. 3 (September 2005), pp. 324–352
391:
389:
379:
377:
829:
540:
538:
536:
822:Nature-study: A Manual for Teachers and Students
810:. Ithaca: Comstock Publishing Associates, 1967.
556:. EnviroLink Network. Retrieved on June 9, 2010.
484:. New York: Routledge0-415-93473-7. p. 127.
427:
425:
415:
413:
403:
401:
817:. Ithaca: Comstock Publishing Associates, 1953.
813:Herrick, Glenn W. and Ruby Green Smith (Eds).
441:
439:
437:
8:
603:. Santa Barbara, CA: Greenwood. p. 69.
445:Kohlstedt, "Nature, Not Books", pp. ?-?
832:Encyclopedia of World Environmental History
503:Kohlstedt, "Nature, Not Books", pp. 351–352
205:Anna Botsford Comstock, stated in her book
117:the future of the next generation and with
824:. New York: Charles Scribner's Sons, 1908.
135:) and Hampton Institute in Virginia (now
872:The Agnes Chamberlin Digital Collection
866:The Science Education of American Girls
303:
737:Kohlstedt, "Nature, Not Books", p. 330
719:Kohlstedt, "Nature, Not Books", p. 351
710:Kohlstedt, "Nature, Not Books", p. 331
701:Kohlstedt, "Nature, Not Books", p. 329
530:Kohlstedt, "Nature, Not Books", p. 328
521:Kohlstedt, "Nature, Not Books", p. 334
512:Kohlstedt, "Nature, Not Books", p. 326
494:Kohlstedt, "Nature, Not Books", p. 324
395:Kohlstedt, "Nature, Not Books", p. 325
383:Kohlstedt, "Nature, Not Books", p. 327
601:George Washington Carver: A Biography
7:
861:. University of Chicago Press, 2010.
459:. New York: Routledge. p. 129.
868:. New York: RoutledgerFalmer, 2003.
803:. University Press of Kansas, 2009.
565:Herrick and Smith, caption of p. 18
217:Science Education of American Girls
79:published the groundbreaking book
39:educators and naturalists such as
14:
649:Harbster, Jennifer (2015-03-02).
554:The American Nature Study Society
893:The New Student's Reference Work
836:. Vol. 1: A-E. Routledge.
18:Nature studies (disambiguation)
911:New International Encyclopedia
1:
674:Perillo, Rick (2021-02-25).
215:A study in Kim Tolley's the
147:Teachers' School of Science
950:
857:Kohlstedt, Sally Gregory.
820:Holtz, Frederick Leopold.
15:
806:Comstock, Anna Botsford.
801:The Nature Study Movement
126:"Study nature, not books"
114:Handbook of Nature Study,
27:movement (alternatively,
815:The Comstocks of Cornell
808:Handbook of Nature Study
350:10.1080/0046760810100104
245:education of young women
207:Handbook of Nature Study
178:George Washington Carver
172:Handbook of Nature Study
655:The Library of Congress
315:. New York: Routledge.
293:Nature deficit disorder
187:ecological interactions
311:Kass, Dorothy (2018).
231:Anna Botsford Comstock
197:Education for children
164:Anna Botsford Comstock
158:Anna Botsford Comstock
151:Ellen Swallow Richards
110:
41:Anna Botsford Comstock
599:Kremer, Gary (2011).
224:Women in the movement
191:environmental justice
105:
929:Education by subject
905:"Nature-study"
886:"Nature-Study"
480:Tolley, Kim (2003).
455:Tolley, Kim (2003).
338:History of Education
273:History of education
77:George Perkins Marsh
799:Armitage, Kevin C.
259:, and her daughter
168:John Henry Comstock
133:Tuskegee University
119:nature conservation
101:Liberty Hyde Bailey
53:William Gould Vinal
45:Liberty Hyde Bailey
934:History of biology
137:Hampton University
843:978-0-415-93733-7
322:978-1-315-62525-6
283:Outdoor education
57:Wilbur S. Jackman
941:
915:
907:
899:
897:
888:
847:
835:
788:
787:
780:
774:
771:
765:
762:
756:
753:
747:
744:
738:
735:
729:
728:Comstock, p. 5–6
726:
720:
717:
711:
708:
702:
699:
690:
689:
687:
686:
671:
665:
664:
662:
661:
646:
640:
639:
637:
636:
624:D’Mura, Claire.
621:
615:
614:
596:
590:
589:
587:
586:
580:www.nal.usda.gov
572:
566:
563:
557:
551:
545:
542:
531:
528:
522:
519:
513:
510:
504:
501:
495:
492:
486:
485:
477:
471:
470:
452:
446:
443:
432:
429:
420:
417:
408:
405:
396:
393:
384:
381:
372:
369:
363:
360:
354:
353:
333:
327:
326:
308:
288:Women in science
261:Agnes Chamberlin
255:Others, such as
143:Lucretia Crocker
949:
948:
944:
943:
942:
940:
939:
938:
919:
918:
902:
883:
880:
844:
827:
796:
791:
782:
781:
777:
772:
768:
763:
759:
754:
750:
745:
741:
736:
732:
727:
723:
718:
714:
709:
705:
700:
693:
684:
682:
673:
672:
668:
659:
657:
648:
647:
643:
634:
632:
623:
622:
618:
611:
598:
597:
593:
584:
582:
574:
573:
569:
564:
560:
552:
548:
543:
534:
529:
525:
520:
516:
511:
507:
502:
498:
493:
489:
479:
478:
474:
467:
454:
453:
449:
444:
435:
430:
423:
418:
411:
406:
399:
394:
387:
382:
375:
370:
366:
362:Armitage, p. 13
361:
357:
335:
334:
330:
323:
310:
309:
305:
301:
278:Natural history
269:
226:
199:
128:
96:
73:
21:
12:
11:
5:
947:
945:
937:
936:
931:
921:
920:
917:
916:
900:
879:
878:External links
876:
875:
874:
869:
862:
855:
848:
842:
825:
818:
811:
804:
795:
792:
790:
789:
775:
766:
757:
755:Tolley, p. 121
748:
746:Tolley, p. 135
739:
730:
721:
712:
703:
691:
666:
641:
630:guides.loc.gov
616:
609:
591:
567:
558:
546:
544:Tolley, p. 129
532:
523:
514:
505:
496:
487:
472:
465:
447:
433:
431:Comstock, p. 1
421:
419:Comstock, p. 5
409:
407:Tolley, p. 128
397:
385:
373:
364:
355:
328:
321:
302:
300:
297:
296:
295:
290:
285:
280:
275:
268:
265:
257:Susanna Moodie
225:
222:
198:
195:
127:
124:
95:
92:
82:Man and Nature
72:
69:
13:
10:
9:
6:
4:
3:
2:
946:
935:
932:
930:
927:
926:
924:
913:
912:
906:
901:
896:
894:
887:
882:
881:
877:
873:
870:
867:
864:Tolley, Kim.
863:
860:
856:
853:
849:
845:
839:
834:
833:
826:
823:
819:
816:
812:
809:
805:
802:
798:
797:
793:
785:
779:
776:
773:Tolley, p. 94
770:
767:
764:Tolley, p. 95
761:
758:
752:
749:
743:
740:
734:
731:
725:
722:
716:
713:
707:
704:
698:
696:
692:
681:
677:
670:
667:
656:
652:
645:
642:
631:
627:
620:
617:
612:
610:9780313347962
606:
602:
595:
592:
581:
577:
571:
568:
562:
559:
555:
550:
547:
541:
539:
537:
533:
527:
524:
518:
515:
509:
506:
500:
497:
491:
488:
483:
476:
473:
468:
466:0-415-93473-7
462:
458:
451:
448:
442:
440:
438:
434:
428:
426:
422:
416:
414:
410:
404:
402:
398:
392:
390:
386:
380:
378:
374:
371:Krech, p. 441
368:
365:
359:
356:
351:
347:
343:
339:
332:
329:
324:
318:
314:
307:
304:
298:
294:
291:
289:
286:
284:
281:
279:
276:
274:
271:
270:
266:
264:
262:
258:
253:
249:
246:
241:
239:
234:
232:
223:
221:
218:
213:
210:
208:
203:
196:
194:
192:
188:
184:
179:
175:
173:
169:
165:
161:
159:
154:
152:
148:
144:
140:
138:
134:
125:
123:
120:
115:
109:
104:
102:
93:
91:
87:
85:
83:
78:
70:
68:
66:
65:Rachel Carson
62:
58:
54:
50:
49:Louis Agassiz
46:
42:
38:
34:
30:
26:
19:
909:
892:
865:
858:
851:
831:
821:
814:
807:
800:
778:
769:
760:
751:
742:
733:
724:
715:
706:
683:. Retrieved
679:
669:
658:. Retrieved
654:
644:
633:. Retrieved
629:
619:
600:
594:
583:. Retrieved
579:
570:
561:
549:
526:
517:
508:
499:
490:
481:
475:
456:
450:
367:
358:
344:(1): 33–43.
341:
337:
331:
312:
306:
254:
250:
242:
235:
227:
216:
214:
211:
206:
204:
200:
176:
171:
162:
155:
141:
129:
113:
111:
106:
97:
88:
80:
74:
61:Aldo Leopold
33:nature-study
32:
29:Nature Study
28:
25:nature study
24:
22:
94:Definitions
37:progressive
923:Categories
794:References
685:2024-02-14
660:2024-02-14
635:2024-02-14
585:2024-02-14
185:and other
71:Background
238:Wisconsin
183:mutualism
267:See also
914:. 1905.
898:. 1914.
895:
840:
680:Medium
607:
463:
319:
55:, and
299:Notes
852:Isis
838:ISBN
605:ISBN
461:ISBN
317:ISBN
63:and
23:The
346:doi
31:or
925::
908:.
889:.
694:^
678:.
653:.
628:.
578:.
535:^
436:^
424:^
412:^
400:^
388:^
376:^
342:10
340:.
193:.
67:.
51:,
47:,
43:,
846:.
786:.
688:.
663:.
638:.
613:.
588:.
469:.
352:.
348::
325:.
84:.
20:.
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.