Listen Now:

“The sky, the sun, rivers, trees, animals and flowers are to children a subject of ever-increasing wonder and speculation, and what we desire, who have the question of the right guiding and training of the young eager mind so much at heart, is, above all things, to make this power of wonder, this spirit of enquiry, a durable and life-long possession, so that whatever else may fail the children in the course of years, the love and healing of Nature may be a priceless treasure to them for ever. … To this end, certain branches of the P.N.E.U. have formed Natural History Clubs so that some sort of systematic and continuous work might be accomplished, and the interest of the children stimulated and encouraged by the means of many working together towards some definite end.”  P.N.E.U. Natural History Clubs by F. Blogg

Marcia Mattern’s Scaffolding example (See Sidebar for 2 more)

Marcia’s post on Natural History Clubs

John Muir Laws’ Website

ADE Interview with John Muir Laws, Part I

ADE Interview with John Muir Laws, Part II

DNR (Department of Natural Resources)

Listen Now:

“Object lesson! talkee, talkee, about a miserable cut-and-dried scrap, hardly to be recognised by one who knows the thing. I should not wonder if it were better for a child to go without information than to get it in this unnatural way. No, let him see the thing big and living before him, behaving according to its wont. Specimens are of infinite use to the scientist whose business it is to generalise, but are misleading to the child who has yet to learn his individuals. I don’t doubt for a minute that an intelligent family out for a holiday might well cover all the ground we have sketched out, and more; but who in the world is to teach them? A child’s third question about the fowls of the air or the flowers of the field would probably floor most of us.” (5/129)

“A boy who is observing a beetle does not consciously apply his several senses to the beetle, but lets the beetle take the initiative, which the boy reverently follows: but the boy who is in the habit of doing sensory daily gymnastics will learn a great deal more about the beetle than he who is not so trained.” (2/189)

“The mind can know nothing save what it can produce in the form of an answer to a question put to the mind by itself.” (6/16)

Parents and Children (Volume 2), Chapter XVII

Handbook of Nature Study, Anna Comstock

A Nature Study Guide, William Furneaux

ADE Teacher Training Video: Nature Study–Special Studies and Object Lessons

Listen Now:

“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

Special Studies Rotation

Sabbath Mood Homeschool Nature Lore List

Sabbath Mood Homeschool Special Studies

ADE Teacher Training Video: Nature Study–Special Studies and Object Lessons

In A Large Room Retreat

“Children make large demands upon us. We owe it to them to initiate an immense number of interests. Thou hast set my feet in a large room; should be the glad cry of every intelligent soul. Life should be all living, and not merely a tedious passing of time; not all doing or all feeling or all thinking––the strain would be too great––but, all living; that is to say, we should be in touch wherever we go, whatever we hear, whatever we see, with some manner of vital interest. We cannot give the children these interests; we prefer that they should never say they have learned botany or conchology, geology or astronomy. The question is not,––how much does the youth know? when he has finished his education––but how much does he care? and about how many orders of things does he care? In fact, how large is the room in which he finds his feet set? and, therefore, how full is the life he has before him?” (Vol. 3, pp. 170-171)

Living Books Library

A Delectable Education Consultations

“If mothers could learn to do for themselves what they do for their children when these are overdone, we should have happier households. Let the mother go out to play! If she would only have courage to let everything go when life becomes too tense, and just take a day, or half a day, out in the fields, or with a favourite book, or in a picture gallery looking long and well at just two or three pictures, or in bed, without the children, life would go on far more happily for both children and parents. The mother would be able to hold herself in ‘wise passiveness,’ and would not fret her children by continual interference, even of hand or eye––she would let them be.” (Vol. 3, pp. 33-34)

“In venturing to speak on this latter subject, I do so with the sincerest deference to mothers, believing that, in the words of a wise teacher of men, “the woman receives from the Spirit of God Himself the intuitions into the child’s character, the capacity of appreciating its strength and its weakness, the faculty of calling forth the one and sustaining the other, in which lies the mystery of education, apart from which all its rules and measures are utterly vain and ineffectual.” But just in proportion as a mother has this peculiar insight as regards her own children she will, I think, feel her need of a knowledge of the general principles of education, founded upon the nature and the needs of all children. And this knowledge of the science of education, not the best of mothers will get from above, seeing that we do not often receive as a gift that which we have the means of getting by our own efforts.” (Vol. 1, p. 10)

“He observes that great men have great mothers; mothers, that is, blest with an infinite capacity of taking pains with their work of bringing up children. He likens this labour to a second bearing which launches the child into a higher life; and as this higher life is a more blessed life, he contends that every child has a right to this birth into completer being at the hands of his parents.” (Vol. 2, p. 19)

“Blessed are the souls that endure temptation from without; who endure grinding poverty without hardness or greed, uncongenial tempers without bitterness, contrary circumstances without petulance; who possess their souls in patience when all things are against them: these are temptations from which we cannot escape, and which are part of the education of a trusty spirit. But this education is accomplished by resisting the temptations that reach us from within––the offences in thought suggested by trying circumstances. For, let us not make a mistake, all sin, even all crime, is accomplished in thought. Word and act are but the fruit of which the received and permitted thought is the seed.” (Vol. 4, p. 118)

Time-Tables

Parents and Children (Volume 2), chapter 25

Parents’ Review