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“They are expected to do a great deal of out-of-door work … They keep records and drawings in a Nature Note Book and make special studies of their own for the particular season with drawings and notes.” (6/219)
“The consideration of out-of-door life, in developing a method of education, comes second in order; because my object is to show that the chief function of the child––his business in the world during the first six or seven years of his life––is to find out all he can, about whatever comes under his notice, by means of his five senses; that he has an insatiable appetite for knowledge got in this way; and that, therefore, the endeavour of his parents should be to put him in the way of making acquaintance freely with Nature and natural objects; that, in fact, the intellectual education of the young child should lie in the free exercise of perceptive power, because the first stages of mental effort are marked by the extreme activity of this power; and the wisdom of the educator is to follow the lead of Nature in the evolution of the complete human being.” (1/96-97)
“Nature knowledge is the most important for young children — It would be well if we all persons in authority, parents and all who act for parents, could make up our minds that there is no sort of knowledge to be got in these early years so valuable to children as that which they get for themselves of the world they live in. Let them once get in touch with nature, and a habit is formed which will be a source of delight through life. We were all meant to be naturalists, each in his degree, and it is inexcusable to live in a world so full of the marvels of plant and animal life and to care for none of these things.” (1/61)
“The mother cannot devote herself too much to this kind of reading, not only that she may read tit-bits to her children about matters they have come across, but that she may be able to answer their queries and direct their observations. And not only the mother, but any woman, who is likely ever to spend an hour or two in the society of children, should make herself mistress of this sort of information; the children will adore her for knowing what they want to know, and who knows but she may give its bent for life to some young mind designed to do great things for the world.” (1/65
Home Education, Part II, Chapter V
An Essay Towards a Philosophy of Education, Book I, Section III (a)
The Changing Year, Florence Haines
A Nature Study Guide, William Furneaux
Countryside Rambles, William Furneaux
Sabbath Mood Homeschool Nature Lore List
Sabbath Mood Homeschool Special Studies
ADE Teacher Training Video: Nature Study–Special Studies and Object Lessons
Thank you for explaining the difference between nature lore and special study, Nicole. Can you now clarify when each takes place?
There are three 10 minute timeslots in Form 1 for Natural History. Are all three of these morning lessons for reading from the nature lore book(s), leaving special study (including the object lesson and selected books) for the afternoons?
Hello, Nicki. There are only two books assigned for nature lore in Form 1, and each only takes about 4 minutes to read per week. Adding the narration, you can easily get this done in 10 minutes. Therefore, I use two of the three morning lessons for nature lore, and I use the third one for a special study book. In Form 2, I manage to get a special study reading in about every other week, and the rest must be done in the afternoon. Then starting in Form 3, all of the special study reading must be done in the afternoon. There’s a transition, as is the case with other subjects. I hope this helps. You might like to look at my website sabbathmoodhomeschool.com for more guidance.
~Nicole
I thought I heard you say Yesterday’s Classics reprinted Furneaux’s book. ???? I couldn’t find it on their site.
Hi, Nicole. I have asked Lisa to let me know when it’s ready and I will be sure to note it here, and on my website, facebook, etc. I’ll be sure people know it’s available! It’s a good resource.
~Nicole
Hi Nicole,
Is the nature journal and the science notebook the same book? I’m still a little confused because I thought nature journaling became an afternoon occupation at some point and was student initiated. Would they be “journaling” in the same notebook as they recorded all of there special studies and object studies which they are required to do daily? Thanks in advance.
Hello, Jen. The nature journal and the science notebook are not the same book. Nature journalling is an afternoon activity and though it may be student initiated, you may have to set some accountability standards, such as at least one drawing a week, but daily observations/notes made. Those daily notes may very likely be about their special study. Object lessons are often a verbal thing, but may prompt the desire to draw or narrate what they have noticed.
The science notebook is just for their experimental science topics, such as chemistry, astronomy, etc. It is used during the science lesson time for narrations, or to take notes while conducting experiments, or to draw diagrams.
I hope that helps.
~Nicole