NATURE STUDY.

Lyttelton Times, Volume CXVII, Issue 17286, 29 September 1916, Page 9

NATURE STUDY.

REFORMING THE EDUCATION SYSTEM.

ADDRESS BY AIR W. MARTIN

There was a fair attendance at the meeting hold last evening at the Y.M.C.A. rooms, when Mr W. Martin delivered an address on “ Nature Study and Agriculture.” The meeting was the first of the series promoted by the Canterbury .Teachers’ Institute and tho School Committees’ Association for the discussion of education subjects, and was presided over by Mr A. Peverill.

Mr Martin said that the subject of Nature study was important, and soon it would probably be included in school curricula. Teachers should have a say in the subjects to be taught, and no two or three individuals should be permitted to lay down an educational system. Tho garden and the school had been associated since ancient days, and the importance of Nature study was recognised by all modern authorities. The modern movement of Nature study as part of the educational system started in the sixties. The aim of an education system should be to do those' things best worth doing, and to allow the child to utilise his work and piny hours to the best advantage. There should he nothing taught to a child at school which would have to be unlearned in later life, but at present such things were taught in the primary and secondary schools. In New Zealand last year, 1382 primary schools had garden study as part of the curriculum. Agriculture was not taught, but the scientific/ principles were unfolded by . agricultural facts. Twenty-live thousand pupils were being taught these agricultural facts, and 150,000 were-, being taught something about the garden. The true function of Nature study had' not been recognised, and many of the older teachers could, not understand the proper point of view. There" frfitf no doubt that Nature study would become the core or centre of the whole curriculum, yet no subject was at present so poorly taught. Education should be a natural not a series of leaps and bounds. Nature study would form a starting point for every other subject. If children were given a love of Nature and taught its possibilities, it would instil a love for country life, thus checking the flow to the towns from country centres. It was imperative for New Zealand to maintain its primary industries at a. high standard, and Nature study would help in this. Children should bo taught from things, r.ot books, and by doing and not by listening. Therefore children should he taught outside, and not inside the school building. t Every Section of the community would _ he tho better for a knowledge of agricultural facts, as every profession came into contact with 'tho man on the land. There was much evidence that teachers were taking greater interest ill Nature study, and every student at the Training College should be compelled to take a course in Nature study. ", Mr Martin, at the conclusion of his address., screened a number of interesting slides. Subsequently a discussion took place on the lecturer’s statements.