Children's Literature / A Textbook of Sources for Teachers and Teacher-Training Classes

by Charles Madison Curry; Erle Elsworth Clippinger

INTRODUCTORY

What it is. In recent years teachers have heard much talk about "nature study" in the grades. The demand for this study has led publishers to print many so-called "nature books" that have neither scientific fact nor literary worth to justify their existence. Confusion may be avoided and time may be saved if teachers will remember that nature literature, as here defined, is a form of literature, and that its purpose therefore is primarily to present truth (not necessarily facts) in an entertaining way.

The selections in this section are not intended to furnish material for a scientific study of nature. They are nature literature. Some of them present scientific facts that add to the literary worth by making the stories more entertaining, but the selections are given because they illustrate various types of nature literature and the work of famous writers of nature literature, not because they present scientific facts.

Some types of nature literature. One of the oldest forms of nature literature is the beast tale in which animals are represented as talking and acting like human beings. Stories of this type entertain while they reveal the general nature of various kinds of animals. Fables should not be called nature literature, because their chief purpose is to criticize the follies of human beings. Some of the Negro folk tales that Joel Chandler Harris collected are nature literature of this type. Beast tales, however, are not all old. Stories by such modern authors as Thornton W. Burgess and Albert Bigelow Paine, who are represented in this section, may be called beast tales. They are popular in the primary grades.

Another type of nature literature, quite different from that just discussed, has been produced during the last century by students of nature who endeavor to hold strictly to facts in their writing. This may be called realistic nature literature. Henry Thoreau, John Burroughs, Olive Thorne Miller, and Dallas Lore Sharp may be mentioned as writers of this kind of literature. As we read their books, we usually feel that they are endeavoring to relate incidents as they actually occurred. Also we recognize that they are great students of nature, for they perceive details that we might not notice and they draw or suggest conclusions that we may accept as true, although we might never think of drawing the conclusions. Nature literature of this kind may be no less entertaining than fairy tales, for it may, in a pleasing way, reveal wonders in nature. The selections by Dallas Lore Sharp and Olive Thorne Miller in this section are of this kind. Most of the writings of Henry Thoreau and John Burroughs are in a style too difficult for pupils in the grades.

A third type may be called nature romance. Its purpose is both to entertain and to awaken sympathy and love for animals. Stories of this kind, like other romances, idealize the characters and may have a strong appeal to the emotions. Of the stories in this section, we may classify as nature romance Beatrix Potter's "Peter Rabbit," Sewell Ford's "Pasha, the Son of Selim," Ouida's "Moufflou," and Rudyard Kipling's "Moti Guj—Mutineer."

A fourth kind of nature literature, sometimes called nature fiction, has been developed within the last quarter of a century and is already recognized as excellent. The plot is created by the author, although it may be based on fact, and usually is simple and rambling. One purpose of these stories is to show truly how animals live and act, just as one purpose of a novel or typical short story is to show truly how people live and act. If the author is a skillful story-teller and a good student of nature, the story may make the reader feel that he has become acquainted with a particular kind of animal and even with an individual animal. For example, the story "Last Bull," by Charles G. D. Roberts, has an effect on the reader not entirely unlike that of one of Cooper's Leatherstocking Tales. Prominent among the authors of this very interesting and instructive form of literature may be mentioned Charles G. D. Roberts, Ernest Thompson Seton, William J. Long, and Dallas Lore Sharp.

Its place in the grades. Nature literature seems to have a place of increasing importance in schools, especially in grades above the third. Many excellent books of what we have called the fiction type and the realistic type have a charming spirit of outdoor life and adventure that makes them pleasing substitutes for the objectionable dime novel. One should not assume that these nature stories would be of less interest and value to the country child than to the city child. Too often country children have not been taught to think of animals as "little brothers of the field and the air." These nature stories, without any spirit of preaching or moralizing, show children how to enjoy nature, whether it be in the country or the city. They teach the child to form habits of observation that encourage healthful recreation. A boy who has understood the spirit of Roberts, Seton, and Sharp is not likely to find the village poolroom attractive. Nature literature, however, need not be taught merely for moral and practical purposes, for it has come to be literature of artistic worth, and as such it has earned a place among other kinds of literature for children.