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Teaching Children ScienceHands-On Nature Study in North America, 1890-1930$
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Sally Kohlstedt

Print publication date: 2010

Print ISBN-13: 9780226449906

Published to Chicago Scholarship Online: February 2013

DOI: 10.7208/chicago/9780226449920.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 18 January 2022

Revitalizing Farm and Country Living

Revitalizing Farm and Country Living

Chapter:
(p.77) CHAPTER FOUR Revitalizing Farm and Country Living
Source:
Teaching Children Science
Author(s):

Sally Gregory Kohlstedt

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226449920.003.0005

The expansion of the Agricultural Experiment Station in New York enabled faculty to work with farmers on specific problems and to improve their methods. Extending this mission to families and especially to the coming generation of rural children appealed to the progressive thinking of educators, and, in the 1890s, the methods and rationale of nature study seemed a way to enable teachers scattered in small one- and two-room schools to educate pupils to understand and appreciate their natural environment. The model educational museum at Guelph demonstrated to prospective teachers the value of teaching from objects, although much about the Ontario program took on an agricultural, even vocational, orientation. That farm sensibility helped the nature study movement take root in the ambitious communities that populated western provinces, bringing farm families, and with them, teachers from eastern Canada. Nature study education had an ambiguous relationship to the emerging vocational education movement, which translated into agricultural education in rural areas.

Keywords:   nature study, farm, rural children, education movement, vocational orientation

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