The Oglala light. [volume], July 01, 1908, Image 11

About The Oglala light. [volume] ([Pine Ridge, S.D.]) 190?-19??

Image provided by: South Dakota State Historical Society – State Archives

                
What is the matter?
LITERARY DEPARTMENT
ALL ARTICLES FOR THIS DEPARTMENT MUST BE IN NOT LATER THAN THE
FIFTEENTH OF EACH MONTH TO INSURE PUBLICATION. CONTRIBUTIONS SIGNED
HOW TO DETERMINE WHAT TO TEACH
IN NATURE STUDY
SERE is a general feeling concerning much of the work that passes as
nature study in our schools that it is somewhat fragmentary in its
character and that it tends to lead to nowhere in particular. It is held
that it concerns itself too much with a multitude of little things that
are more or less unrelated. In the study of any topic, a few more facts
tacked on here or there, or left out entirely, is of little concern. There is no
feeling of loss or inconsistency by teacher or pupil. The big thing to do is
to observe and gather data, hoping in the meantime that all will be well in
the end. In fact, the more little things brought together, the more educative
is the proccss thought to be.
Now, it is easy to fool one's self into thinking that such work contains the
essential elements of value in the process of education. It breaks down in
that it does not recognize the worth of discriminating as to relative values in
dealing with the content side of nature-study Like the farmer's hayrack,
the scheme of teaching nature-study referred to gathers everything that is
in the way—hay, thistles, last year's stubble, roots, etc., and all passes as
"hay." As the farmer occasionally discards a bull-thistle or root, so the tea
cher may occasionally discard a few of the noxious things, but as a rule all is
garnered and labeled, "hay," "nature-study," "educational food," "mental
pabulum."
As
has been indicated, no standard
the relative worth of subiect-matter is measured. There is no basis which
•erves as guide in the selection of material. As a result the place of be
ginning and ending is not clearly defined, consequently the teacher rambles
here and there in her teaching. As a teacher she( is lauded and is pointed
out as one having the ear-marks of an artist in the teacher's profession.
If you doubt the truth of what has been said, it is suggested that you quietly
•lip into several rooms where nature study is being taught and measure the
worth of the work. As you observe, ask yourself such questions as: What is
the center of recitation? Have teacher and pupils clearly defined their prob
lems before making an attack? What is the aim that defines the work? What
trig things will stand out in the minds of the pupils when they have gone over
this work? To some this test may seem to be a little formal to apply to the
mature-study of the lower grades, but to the writer the work must tear thift
test if it is to be considered worth while.
is
used by
which