Introduce children to the wonder and beauty of the natural world with this charming guide to nature study by Edith M. Patch. Designed to be used by teachers and parents alike, this book provides a wealth of activities, lessons, and projects for exploring the outdoors and learning about plants, animals, and the environment. With its engaging writing and carefully crafted exercises, First Lessons in Nature Study is the perfect resource for instilling a love of nature in the young minds of tomorrow. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

Easy-to-implement nature study lessons designed for homeschoolers, co-op groups, and traditional classes, each activity helps students observe and discover for themselves through a firsthand experience with nature. With scientific information, diagrams, and journaling prompts, this book inspires a love for nature and makes teaching it accessible to all educators.

In the early twentieth century, a curriculum known as nature study flourished in major city school systems, streetcar suburbs, small towns, and even rural one-room schools. This object-based approach to learning about the natural world marked the first systematic attempt to introduce science into elementary education, and it came at a time when institutions such as zoos, botanical gardens, natural history museums, and national parks were promoting the idea that direct knowledge of nature would benefit an increasingly urban and industrial nation. The definitive history of this once pervasive nature study movement, TeachingChildren Science emphasizes the scientific, pedagogical, and social incentives that encouraged primarily women teachers to explore nature in and beyond their classrooms. Sally Gregory Kohlstedt brings to vivid life the instructors and reformers who advanced nature study through on-campus schools, summer programs, textbooks, and public speaking. Within a generation, this highly successful hands-on approach migrated beyond public schools into summer camps, afterschool activities, and the scouting movement. Although the rich diversity of nature study classes eventually lost ground to increasingly standardized curricula, Kohlstedt locates its legacy in the living plants and animals in classrooms and environmental field trips that remain central parts of science education today.

Excerpt from First Lessons in Nature Study Some of it comes from beet plants. The pretty, red, tender beets we eat at the table have sugar in them, as we can tell by the sweet taste. But these red beets are not the kind that people grow for sugar. Sugar beets are larger and they have pale roots. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

Excerpt from Nature Study One Hundred Lessons About Plants Nature Study is new; Liebig was the first man who used a laboratory for instruction. He began his career as a teacher in 1824. Courses in mathematics and language have had centuries in which to perfect their methods of instruction and the lessons it is best to offer; for this reason, lessons in these subjects are good, if not the best, that can be offered, and the methods of giving them have had opportunity to eliminate errors. The teacher of nature study has almost no past to guide him. The older teach ers of nature study were not themselves taught in schools. As a department of instruction it is without traditions or precedents. Every serious teacher so far has had to pave his own road. All teachers have gone different roads. It could not be otherwise. The material with which nature study deals, is inexhaustible; no one can ever be acquainted with more than an insignificant frac tion of it. It is all good. It will always be the case that success ful teachers will give what they know. They will accordingly teach different things. It is probably true that every successful teacher has, from year to year, taken his pupils over different ground, and that everything done has proved to be good. What it is best to teach we cannot yet tell, in other words, than that that material is best which can be bad. This nature study work has passed through three phases. It was first taught from books. The only nature study work I ever did in school was in Geography and Physiology and every syllable of these came from books. We next added the laboratory. How new this phase of the subject is, may be learned from the presi dential address of Dr. Wiley before the Indiana Science Teachers' Association at Lafayette, in 1895. He says: Prior to 1863 no laboratory instruction was given in Indiana except a little in qualitative analysis. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.