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JennGM
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| Posted: Sept 06 2011 at 3:36pm | IP Logged
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I spent too much time looking into this, and should have posted this question here.
I was looking through Charlotte Mason's writings on Nature Study. The majority of her instruction is most detailed in Volume 1, Home Education, of her writings, Out of Doors Life for Children.
But Volume 1 is really directed for the younger years, by age 9. What I can't seem to find in her writings is a description of nature study in later ages, when there is more formal schooling. Does it change, and what aspects if it does?
Ambleside links to a few PNEU articles here and there are more:
--Nature Study by Mrs. Brightwen
Volume 11, 1900, pgs. 578-584
--The Charm of Nature Study * by G. Dowton (HofEd)
Volume 41, 1930
--Nature Walks in May by H. M. Lake
Volume 14, 1903, pgs. 377-381
--How to Best Study Nature by Mr. J. C. Medd, M.A.
Volume 14, 1903, pgs. 902-906
Are the PNEU article going to be my answer? Or am I looking for a different term? Natural history?
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Jennifer G. Miller
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Mackfam
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| Posted: Sept 06 2011 at 4:22pm | IP Logged
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She does discuss it a bit more for the older children, but you have to connect a few dots in her volumes, Jenn.
Early years - age 9 - you'll find in Volume 1
Up through age 12 (Form III) - you'll find in Volume 3, School Education:
Chapter 21 of Volume 3 goes into a little more detail and includes children up to age 12, so that takes it a little further in age. On p. 236 CM speaks of the importance of recognition in nature study, the nature notebooks she encouraged the children to keep. She says that one afternoon a week the children go for a nature walk with their teacher, and the teachers are careful NOT to make these an opportunity for scientific instruction because the children's attention should be given to observation with little instruction. By the way, p. 236 - 238 is well worth reading on this topic!
High school ages (Forms IV, V, VI) - is treated in Volume 6, but only indirectly by way of example of Examination questions.
In the HUGE section entitled "THE CURRICULUM" which seems ominous, CM breaks down her curriculum in a subject by subject way and from there discusses what each age and different form was doing with that subject.
From Vol 6, p. 220, she is discussing Forms IV, V, and VI in Nature Study and Natural History....so we're talking high school grades here.
Quote:
| The questions (My note: she's referring to exam questions she offers as an example for these ages/grades/forms, and these are a good indication of the work and reading these ages did) for Form IV for one term illustrate the various studies of the scholars in natural history, general science... |
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She goes on to list the questions asked of these students and they illustrate to me that these students were still very clearly enjoying regular nature walks and digging deeper into Natural History studies. I think you'll find them illustrative of the depth of knowledge this age student has in Natural History:
Term Examination questions, Natural History, Form IV wrote:
NATURAL HISTORY.
1. What do you know of (a), the manatee, (b), the whale-bone whale (sketch of skeleton), (c), porpoises and dolphins?
or, 1. Describe (a), quartz crystals, (b), felspar, (c), mica, (d), hornblende. In what rock do these occur?
2. What do you know of insectivorous plants? Name those you know.
3. What circumstances strike you in a walk in summer? |
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JennGM wrote:
| Does it change, and what aspects if it does? |
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I think if you connect the dots, the conclusion I drew was that no, nature study does not change in any significant way in the older years. I think the only way it changes is in the same manner everything else in a CM education does: the child digs in a little wider and a little deeper because as they get older they have a depth of knowledge to bring to their observations and their maturity increases. They're able to draw from their memory of last spring, and the spring before that. Since CM felt that each child, each person, should be a naturalist, it seems logical that Nature Study would continue throughout the formal school years. In reading in Vol 3, and Vol 6 which, though we don't have a direct quote saying, "this is what nature study looks like for a child in Form IV....etc." I think we can safely surmise based on the examples and illustrations she gives that nature study in the upper forms remained focused on observation. The child drew from the nature walk what was important to them, what they observed. They dated their observances in their own nature notebook, which was never corrected. They continued to walk once a week, and on the topic of Natural History their knowledge continued to amass as we can see from the examples given in the Term Examination questions.
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I interpreted CM's thoughts from p. 220, Volume 6 above:
Quote:
| the various studies of the scholars in natural history |
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....and have chosen one naturalist for my middle/high school students to study in depth each year. Sometimes, if I can't find enough reading material to fill a year (rare), I let them study a naturalist for a term. This has been a very rewarding way to enrich our Natural History. In this way, we've studied deeply the works, writings and (some) biographies of:
:: John J. Audubon
:: Beatrix Potter
:: Edith Holden
:: Gene Stratton Porter
:: Edwin Way Teale
:: John Muir
:: Bernd Heinrich
:: Jean Henri Fabre
:: Carol Lerner
...and upcoming is Gerald Durell next year for my High School Junior
Some of these naturalists have become dear friends to us. This is one way in which we continue Nature Study in the upper years/forms.
I've read some of those PR articles you highlight, Jenn, but not all of them. I'm looking forward to reading the others.
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Jen Mackintosh
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Wildflowers and Marbles
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JennGM
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| Posted: Sept 06 2011 at 4:34pm | IP Logged
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That's what I couldn't do last night, Jen, connect the dots. So thank you.
Does the amount of time outdoors lessen with older ages? Seems like it has to.
So, further questions I've been pondering...and I'll try to share the quote later for one area, I'm out the door.
Are there key reasons or goals for nature study? Is the main point to learn to observe? We are all to be naturalists -- is that the final product we want, or is our doing nature study this way we are already amateur naturalists?.
What does it mean to be a naturalist? Some naturalists have "specialty" areas, but it's different than a specialist or a scientist with a specialist field.
I'm leading to a simpler question -- What if we observe one small suburban area and know it well? Is this what CM was intending, or we need to branch out farther and wider, but not as deep?
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JennGM
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| Posted: Sept 07 2011 at 12:18pm | IP Logged
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Mackfam wrote:
Up through age 12 (Form III) - you'll find in Volume 3, School Education:
Chapter 21 of Volume 3 goes into a little more detail and includes children up to age 12, so that takes it a little further in age. On p. 236 CM speaks of the importance of recognition in nature study, the nature notebooks she encouraged the children to keep. She says that one afternoon a week the children go for a nature walk with their teacher, and the teachers are careful NOT to make these an opportunity for scientific instruction because the children's attention should be given to observation with little instruction. By the way, p. 236 - 238 is well worth reading on this topic! |
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Coming back to say, thanks for this, Jen. I couldn't find it in my searches and was getting frustrated!!!
I knew she had to have it somewhere. So, Volume 3 covers which Forms? And what would it translate to American grades approximately?
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Jennifer G. Miller
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Grace&Chaos
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| Posted: Sept 07 2011 at 6:22pm | IP Logged
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I love your questions Jenn. I'm obviously not that far behind you on thinking about this. I've kind of thought about it for my oldest recently. I honestly don't think I have clear answers just observations. I also look forward to reading the articles you linked too.
This was the first CM thing I ever introduced to my oldest and while I never focused on it like we do now; we always carried our nature journal around. I am amazed how when we go on outings she is the most knowledgeable on most nature subjects. I know she didn't pick up all of it from tons of hours outdoors. She has also picked it up from being a voracious reader and making connections with other subject readings.
I just introduced the idea of having a natural history/naturalist reading along with our other sciences. She hesitated at first but quickly realized she already enjoyed this type of reading. I remember over a year ago she was reading for fun an owl series and decided to read all she could about owls. She ended up reading Wesley the Owl and learned so much about them.
I guess, she is on her way to becoming a well rounded amateur naturalist and enjoy reading what others experience or have to say. She knows she couldn't devote that kind of time herself but loves to read about it and in the process gain the knowledge and information. Maybe some day she will do something similar  .
I think wanting to know more in itself is a good reason for it. The doors open on all kinds of other knowledge: travel, science, history, ... ultimately making connections to subjects, life, God. Very philosophical maybe but I'd love to hear more on this too.
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Jenny
Mom to dds(00,03) and dss(05,06,08,09)
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Mackfam
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| Posted: Sept 07 2011 at 9:59pm | IP Logged
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Have some time tonight to get back to some of your other questions, Jenn.
JennGM wrote:
| Does the amount of time outdoors lessen with older ages? Seems like it has to. |
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I don't think so, not in CM schools anyway. And it was certainly not her belief that nature walks would lessen as children got older. I believe she still advocated a hour per week nature walk along the grounds, or some other scenic area if possible. I know the students in her Teachers College did this - the 1 hour walk/week.
From Volume 3, p. 237 (emphasis mine):
Quote:
| It seems to me a sine qua non of a living education that all school children of whatever grade should have one half-day in the week, throughout the year, in the fields. |
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In our home, the nature walks have not become more infrequent as the child grows. I would have a hard time nailing down the time spent out of doors observing for us each week, but AT LEAST 1 hour. Usually several days a week, if not every day, on some kind of informal 15 minute walk. We call them *listening walks*. We don't usually spend half the day outside though, unless it's a special walk to a particular area.
I'd say the biggest difference in nature study as they get older is that they no longer need you to look up information for them; they are much more independent in terms of finding information. They are, as in all other subjects, pretty much self-educated in their nature study. At this point, the child has acquired some basic, and perhaps even fairly good, naturalist skills in terms of observing, collecting, identifying, even preserving. It's not unusual for my high schooler and middle schooler's nature walks to end in an hour spent in front of the microscope with books spread about.
Walking in nature, observing, wondering, wanting to know, are all like a fluent *other language* for the child that has been taking nature walks fairly regularly from the early years. It isn't a subject, or a topic, it is simply our lifestyle. Feet set in a large room indeed.
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JennGM wrote:
| Are there key reasons or goals for nature study? Is the main point to learn to observe? We are all to be naturalists -- is that the final product we want, or is our doing nature study this way we are already amateur naturalists?. |
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The point of nature study is observation. Period. Of course there may be times a child wants to know something and it's wonderful to try to build knowledge a little at a time, to learn to identify say, the differences between a moth and a butterfly. But, it's the observation that is key. The point of nature study is not necessarily an academic one, such as furthering ones knowledge of Natural History, although it's a very natural byproduct. Hmmmmm....maybe it would be easier for me to explain through illustration. The first illustration will be teacher directed with an academic goal in mind. The second, I hope, will be more reflective of a CM nature walk.
Teacher directed/planned walk with Mom knowing all she needs to know about the subject at hand:Children, today we're going outside because I've seen butterflies all over my garden flowers. I want you to look at anything that looks like a butterfly very closely. We're going to look for moths and butterflies and point out their differences. We'll know when we see their antennae. Let me know if you see furry antennae. Ready. Everyone go find a furry antennae'd thing and bring it to me so we may look at it and name all its parts. A CM nature walk - led by wonder:Mom and children wander out of doors. Mom is relaxed, she has no agenda, no planned lesson, and in a quietly excited way, wonders aloud what they'll see that's special today. Mom walks at a relaxed pace, not trying to keep up with the kids. She lets them run about, skip rocks in the river, jump over the big log that's been rotting in the path for over a year. She gently reminds them that if they walk with Indian feet (very quiet and not stomping), they might be able to spot something new without startling it. The children try to be deliberate as they walk, all but the boys do anyway. (  ) One of the children calls everyone over. They have found a dazzling white butterfly. All enjoy watching it quietly for a bit. Everyone asks questions. Mom doesn't know a single answer, but replies to each of them that they've asked a great question and she'd like to see if she can find out more about their treasure when they get home. She offers to take a picture so they can look at it when they get home and maybe even sketch it in their nature notebooks. Everyone agrees that she should. Then one of the children notices something unique, something different, and points it out....the antennae on this butterfly are furry. They almost look like feathers! How spectacular! What a treasure hunt they will have when they go home and look up their "butterfly" and find out he was not butterfly at all...he was a moth! I think you can see the difference. It's easy to see in which scenario the children are more engaged. Walking with eyes open to wonder cannot help but produce naturalists.
Now, in fairness, there are occasional object lessons (those more directed walks) in CM's schools, and in our home, too. Sometimes, they just fit. Example: let's go find signs of autumn on our nature walk today! But by and large, walks are delight directed, and deeper learning follows observation.
Going back to your original question about goals, or key points of Nature Study:
CM, Vol 6, p. 289 wrote:
| Every youth should know some thing of the flowers of the field, the birds of the air, the stars in their courses, the innumerable phenomenon that come under general observation. |
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JennGM wrote:
| What does it mean to be a naturalist? Some naturalists have "specialty" areas, but it's different than a specialist or a scientist with a specialist field. |
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A naturalist is an expert or a student of Natural History. I think we all qualify for one or the other, most of us fit in the student category.
CM, Vol 1, p. 61 wrote:
| We were all meant to be naturalists, each in his degree |
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Wise, is it not? We are each meant to be naturalists....the depth and level of understanding and knowledge is quite personal and unique though. So, how specialized? To what degree will a child emerge as a naturalist? Each in his own degree. Some children might specialize in a particular aspect of Natural History. Some children will really become passionate about birds, for others it will be rocks. And for others, they will simply enjoy all of God's creation with joy and not find themselves drawn to any special area.
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JennGM wrote:
| I'm leading to a simpler question -- What if we observe one small suburban area and know it well? Is this what CM was intending, or we need to branch out farther and wider, but not as deep? |
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Oh yes! She felt it very important to study your personal surroundings, but she did also advocate taking time to enjoy diversity in nature walks and seeking some walks in the countryside for the breadth and scope of nature it provides.
In the city: she advocated observing the seasons and seasonal changes, watching pets/domestic animals, observing clouds, neighborhood ponds with tadpoles and pond life, ants, birds, etc.
Now, as a homeschooling mom, I have to think in simple, doable terms. We've got babies napping, dinner on, and ebooks printing. Sometimes, I need to stay near home base and send my little naturalists out to walk without me, and I do!! We try to take a few special walks a year, maybe once a quarter. Most of the time though, we stay close to home. We are blessed to live *in the countryside*, but even if we weren't, my manner would be the same - walks in the front garden, watchful eyes, quiet walking, picking up big stones, looking under things.... Every home can allow a small portion of the yard to naturalize. Front gardens are often a haven for insects and small creatures. And with a little effort, small outdoor spaces can invite much nature right to the windows. I have always recommended this book, and I suppose I always will, because it taught me that with a little effort, no matter my setting, I could invite nature closer to us, right up to our windows much of the time: Attracting Backyard Wildlife by Bill Merilees. The book has long been oop, but as of the time of this post, it is still very inexpensive to acquire used. Check your library, too.
CM, Vol 2, p. 77 wrote:
| Let him know, with friendly intimacy, the out-of-door objects that come in his way... |
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Sheesh I'm long winded and it annoys me...but now I'm out of time to go back and edit myself ....so you'll just have to wade through my long winded post and see if there's anything there worth noting.
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Jen Mackintosh
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Mackfam
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| Posted: Sept 07 2011 at 10:02pm | IP Logged
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JennGM wrote:
| So, Volume 3 covers which Forms? And what would it translate to American grades approximately? |
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Volume 3 covers up to age 12 which is Form III, roughly our equivalent of 7th/8th grade.
Anything on high school specifically is most likely to be found in Volume 6 under Forms IV, V, and VI....9th - 12th grades.
There. Finally a post answered in two sentences!
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Jen Mackintosh
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Grace&Chaos wrote:
| I am amazed how when we go on outings she is the most knowledgeable on most nature subjects. I know she didn't pick up all of it from tons of hours outdoors. She has also picked it up from being a voracious reader and making connections with other subject readings. |
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Oh yes! Wonderful observation, Jenny! The reading about Natural History through living, worthy books (and our subscription to Nature Friend magazine over the years) really complements studies IN nature. And you are so right, there are connections fostered between that complementary relationship.
Grace&Chaos wrote:
| I guess, she is on her way to becoming a well rounded amateur naturalist |
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Sounds like it! My big kids know way more than me now!  But that's GREAT! 
Grace&Chaos wrote:
| The doors open on all kinds of other knowledge: travel, science, history, |
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Oh....quickly....this is a great point! Just take geography for example!!! It is SO CONNECTED to natural history!
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Jen Mackintosh
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JennGM
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| Posted: Sept 08 2011 at 9:25am | IP Logged
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Thank you, Jen.
I recently finished reading Anthony Esolen's [url=http://www.amazon.com/gp/product/1935191888/ref=as_li_s s_tl?ie=UTF8&tag=familyfoodfor-20&linkCode=as2&camp=217145&c reative=399373&creativeASIN=1935191888>Ten Ways to Destroy the Imagination of Your Child</a>. He returns often to the fact that just spending time out-of-doors is so vital to the imagination. His chapter on "Keep Your Children Indoors As Much as Possible" really echoed Charlotte Mason on some points. I was really struck by these points (keep in mind he is writing in satire form):
Anthony Esolen wrote:
| One way to neutralize this fascination with the natural world is to cordon it off in parks and zoos, and then to act as if only the parks and zoos were worth seeing. Persuade a child that a giraffe he sees once every couple of years is really impressive, but the wren on the fencepost is only a drab little bird--though he warbles out a lovesong in the morning, cocking his stubby tail, and is in general one of the bravest and most cheerful of birds. Persuade the child that the Grand Canyon is worth seeing, or Yellowstone National Park, or Mount Rushmore, or the breakers of the ocean on the Florida coast. But ignore the variations of hill and valley, river and pond, bare rock and rich bottom soil, in your own neighborhood. Children should be encouraged to think they have "done" rivers, or bird sanctuaries, or botanical gardens, in teh way that weary tourists are proud to have done Belgium. |
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ekbell
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| Posted: Sept 08 2011 at 9:45pm | IP Logged
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This evening I was listening to my ten year old daughter goals about how she loved our small yard with it's slope and tree (with catkins in season!).
It's amazing how much they can get out of a ill kept yard city yard (although the ill kept probably helps, no weeding or watering encourages variety)
They also enjoy going further afield but it's amazing how much they get out of our small yard (they get a lot from our neighbors well kept yard as well - lots to be gained watching a gardener who likes children and will answer questions)
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4Real Forums : Exploring God's Creation in Nature and Science
Topic: Nature Study Over the Years
