The New Zealand nature-study book. A guide to the nature study section of the new syllabus

Front matter

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Preface

So much has already been written and spoken about the importance of Nature-study, that it seems almost superfluous to pursue the matter further. Most, if not all, educationalists agree as to its utility in stimulating mental activity, in arousing thoughtful interest, and in developing intelligence and resource. The child is better and happier for a knowledge of Nature—her wonders and ways—and afterwards becomes a more useful citizen, not only because of this knowledge, but also from having acquired the habit of reaching conclusions by investigation and experiment.

The aims of the subject are not so much to obtain information, as to observe, to reason, to conclude, and to acquire the habit of accuracy in thinking, and facility in verbal expression. Hence, to be a success, Nature-study must be based on observation and experiment, and any course which endeavours to displace this foundation, can result only in failure. This does not mean that all guidance and assistance should be withheld from the childinvestigator. In the initial stages of the subject these are essential, and at all stages they may be found desirable. But such assistance should be given only when it becomes necessary either to remove discouraging difficulties, or to stimulate the pupils to further effort. A child who, even in a small way, has mastered the art of observing has learnt much, for he is then possessed of a power which, if developed and wisely used, will enable him to undertake useful investigation.

It must be clearly understood that Nature-study is not to be confused with botany, or geology, or any other of the natural sciences. It can be considered as science only in so far as it enables the child to understand some of the facts of Nature, on which natural science is based. But, in its dealing with such topics, it differs widely from the systematic Bide of any particular science, whose objective is continuous investigation of one group of natural phenomena. For the child, Nature-study is one subject, though it may deal with matters coming within the lv PREFACE special domain of several of the natural sciences. In our treatment of this subject, we should steadily bear in mind that specialisation belongs to a later stage of child-life, and that our first object should be to lay a broad foundation. There are, broadly speaking, two ways of dealing with the subject, each claiming the support of a large number of enthusiasts. The one aims at arousing a general interest in the work, avoiding detail as far as possible, which it is thought would prove wearisome to children, and probably have the effect of creating a dislike for the subject—that is, the main object is to awaken an interest in the teachings of Nature, rather than develop accuracy in detailed observation, ‘Those who advocate this view usually introduce the subject through a class reader devoted entirely to lessons of interest. on Nature-knowledge, or rural science, as it is sometimes called. These lessons, illustrated and expanded by a capable teacher, must undoubtedly prove of great service in enabling children to appreciate and enjoy much that would otherwise be to them a sealed book, and in stimulating and developing powers of observation in a very real and very useful way.

The other plan—the one that I have endeavoured to follow in these pages—is to lay special stress on details, for it seems a pity that a subject fraught with such possibilities for accuracy of observation, for close reasoning, and for bringing home to children the importance attached to detail, should not be utilised in such a way as to give prominence to these aims. Set forth in this garb, the subject will direct attention to such details only as children may reasonably be expected to appreciate and understand. Far from creating a dislike for N ature-study, this method of treatment will surround it with a greater interest, and, in addition, will furnish a training in habits of accurate observation and correct reasoning which must prove of inestimable value in the years that lie beyond the period of school life. Moreover, the power obtained by such a course of training is a very great source of pleasure to a child, who will realise in acquiring mastery of the subject that his field of enjoyment is enlarged and widened. On this phase, Mr. A. D. Hall, Director of the Rothamsted Experimental Station, says “TI am more than doubtful also of the value of the many natural history reading books which are appearing. Without doubt they are relished by children, and they do teach children how to observe and what to look for. -The danger is that reading takes the place of seeing ; the mind of man is naturally lazy, and prefers to think it knows rather than to worry a thing out for itself.”

PREFACE Vv

It is not intended that any special division of the subject should be confined to any one department of the school. On the contrary, the subject should be begun as a whole in the lower classes, where simple lessons, suited to this stage, will gradually prepare the way for the more detailed and exhaustive treatment necessary in the higher standards. This plan of adapting the treatment to the capacity of the child will be found running through the foot-notes at the end of most of the chapters.

The importance of drawing in connection with Nature-study can hardly be over-estimated. Drawing is a mode of expressing thought and of recording observed facts, and demands both accuracy of observation and attention to details, which must make for the formation of habits of the greatest value to the child in after years. When and where possible, the objects under review should be drawn. The sketches may be rough, diagrammatic, and but crude reproductions of the original, but even these will leave behind a clearer and more lasting impression of what has been seen and learnt than if the lessons were unaccompanied by such aids. It is assumed that all teachers will recognise the truth of this, so that it has not been considered necessary throughout these pages to direct attention continually to the importance of drawing.

The necessity for co-ordination applies to Nature-study as well as to other subjects ; and by this is meant not merely that the lessons and courses should themselves be correlated, but that other school subjects should have a close and direct bearing on the Nature-study scheme. This scheme should, as far as possible, be connected with the child’s surroundings—that is, it should deal with matters within the range of the child’s experience. It should be made the means of cultivating fulness and accuracy of verbal expression, and so become a fiedannn for language lessons. It should furnish subject-matter for exercises in composition. It should—as previously stated—be accompanied by drawing, and so link this subject to itself. It should provide material for exercises In various branches of handwork, and, if not continued throughout the school, should lead up to the science teaching in the upper classes. Still, it must not be forgotten that correlation and co-ordination have fies limits, and that ‘‘ correlation a the sake of correlation should be avoided.”

A good deal has been said and written on the use of technical terms—some authorities recommending that they should be dispensed with altogether. With this view I entirely disagree. As the study of a subject progresses, it becomes necessary to vi PREFACE enlarge the vocabulary, and to employ special terms to express additions made to the child’s knowledge—indeed, the only terms which will adequately and accurately express them. There is no more difficulty for a child in the names corolla and pollen than in the words chrysanthemum or dandelion. 'The terms themselves are extremely convenient for both teacher and pupil, and if not acquired too rapidly, there is no reason why they should not be taught with the best results. ‘The danger to be avoided is the clothing of the subject in its initial stages with a mass of technical terminology, which would undoubtedly have the twofold effect of confusing the mind and creating a distaste for the subject. Introduced slowly, however, and only when necessary, such terms will prove a very real aid in making the subject better understood.

All schools, even the smallest, should possess a museum containing collections of plants, animals, rocks, and minerals. Of these, many will be essential for purposes of illustration, and all will prove of value in familiarising pupils with objects either directly or indirectly connected with the courses of instruction. Too much importance, however, must not be attached to the collecting of specimens. That is, mere collecting, though useful in itself, is of very little real value so far as Nature-study is concerned, unless the specimens themselves be questioned and understood. In other words, the specimens must be examined, must be compared and contrasted with other forms, and have their relationship to these established. In addition to a museum, a garden and an aquariuin should, where possible, form part of the equipment of every school.

Nature- “study should not be confined to ae school-room— indeed, if it is to prove the success its advocates hope for, it must lead to work being done in the field. This part of the subject, in numbers of schools, presents grave difficulties, which, in many cases, can only be partly overcome. Schools in the larger centres have but few opportunities for field-work, and smaller schools— even those within reach of plants or minerals—are constantly faced with the difficulty of finding time for work of the kind. Still, much can be done under the stimulus of enthusiasm and energy. Excursions undertaken with some definite object are of | very great importance, tending, as they must, to invest the subject with greater interest and reality. If these become impossible, attention should constantly be directed to objects of interest in the neighbourhood, where pupils may be encouraged to apply beyond the school walls the experience gained daring the lessons.

PREFACE Vii

The book has been divided into three parts—the first dealing with Plant Life, the second with Animal Life, and the third with Minerals and Rocks. It is not to be supposed that the outlined treatment of these is the only one possible. Indeed, it is hoped that the chief effect of much of what has been written will be to suggest the kind of treatment needed, rather than to furnish working details. These it was, of course, necessary, to describe, but other ways of dealing with the same things will no doubt be employed, and other phases of the subject investigated. Vegetable, animal, and mineral products have only been lightly touched on; the work of the sea, of rivers, and of ice, the movements of the earth’s crust, the functions discharged by lakes, the manifestations of volcanic activity (all of which can be so well illustrated in various parts of these islands) have hardly been mentioned at all, as the book has grown beyond the limits originally planned. The notes at the end of most of the chapters, it is hoped, will prove helpful in suggesting methods of dealing with the topics contained therein. Most of the plants referred to in Part I. are introduced forms. These have been chosen because of the greater readiness with which they can be obtained. Those teachers whose work Hes in districts accessible to native bush, will find little difficulty in adapting the work to suit the conditions of their environment.

Through the kindness of the publishers, I have been able to include illustrations from Animals of New Zealand and other books. For much of the subject-matter in the chapter on native birds I am indebted to the work of Captain F. W. Hutton and Mr. James Drummond (Animals of New Zealand). I have also to acknowledge the courteous assistance of Mr. D. Petrie, M.A., F.L.S., in the chapter on grasses.

The drawings for the plant and animal diagrams are from the pen of Mr. R. Carr.

Contents

PART [.—PLANT LIFE.

I.—Fhe Plant...

IT. —Seeds and their Geawth IIJ.—Leaves, Part I. 1V.—Leaves, Part IT. 3 V.—Spines, Thorns, and Priokies,. “ VI.-—Leaf Arrangement VII.—How Plants Feed is VITI.—Food obtained from the Air ...