In 2005 a book titled Last Child in the Woods: Saving Our Children from Nature Deficit Disorder became a best-selling ‘bible’ for the environmental movement. In a society where an entire new generation of children was spending all their time indoors, hooked to virtual devices for entertainment, the book by Richard Louv rang alarm bells. It brought together research that indicated that this alienation from the natural world was creating a phenomenon called Nature Deficit Disorder, and urging that direct exposure to nature was essential for healthy childhood development, and for the physical and emotional health of children, as well as adults. The book spurred an international movement to connect children, families and communities to the natural world.
Today the value of direct exposure to the natural environment is recognized as an important input for a healthy life. Educational curricula at all levels are formally introducing opportunities for this, emphasising the need for learning-by-doing in natural settings. Not many today are aware that more than a century-and-a-half before this ‘trend’, there was a strong advocate for ‘connecting with nature’. She was Anna Botsford Comstock. Indeed, she may be called the pioneer of nature education.
Anna was more than this; a woman of many achievements. Born in 1854 in a Quaker family, Anna grew up in an environment which encouraged appreciation and exploration of the natural world. She spent her childhood on a farm which was largely self-sufficient, guided by her mother in observing different aspects of nature, and getting some formal education in a single teacher rural schoolhouse. A voracious reader, she grew up with the influence of the writings of Ralph Waldo Emerson, William Wordsworth and Henry David Thoreau. When she was 13 the family moved to a place closer to a town, where she graduated from high school. She then applied to Cornell University which had recently begun to admit women.
Anna Botsford was interested in English and history, but took a course in invertebrate zoology to balance her curriculum. As part of this she attended the lectures of a young entomologist John Henry Comstock, who encouraged her to cultivate her already strong interest in nature, as well as her skills as an illustrator. He also asked her to assist him in his research. The working partnership blossomed into romance and the two were married in1878. Anna had to discontinue her studies, when Henry was appointed chief entomologist for the U.S. Department of Agriculture, and they moved to Washington, D.C. where she also worked for the same department. Anna returned to Cornell to complete her degree, side-by-side with working in the lab, and graduated in 1885 with a Bachelor of Science degree.
Anna’s additional career as a nature educator began in the early 1890s. This was a period when there was a large migration of rural youth to urban areas in search for employment, leaving a shortage of labour in rural agricultural communities. One school of thought believed that if young people were taught to appreciate the wonders of nature, it would encourage them to stay on in their family farms, and also others to migrate to rural areas. This gave rise to the Nature Study Movement which began in New York and soon became a nationwide movement. Anna was attracted by this approach. She believed that ‘future citizens should be set on inheriting our Earth by learning of its environments, and of the interactions of the living systems therein’. Anna emphasized that children should discover their environment through the use of their five senses and careful observation. Through their own individual investigations, children could thereby cultivate a sense of connection and responsibility for our Earth. She began promoting nature study programmes in public schools throughout Westchester County, often leading lessons and training teachers in subjects related to the natural sciences.
Serendipitously, the Cornell College of Agriculture got a grant to carry out a pilot project under the Nature Study programme, and Anna plunged into this with passion and conviction. She continued to lecture and promote nature study in local schools as she had been doing. In order to reach a larger audience Anna began lecturing and training teachers at other institutions across the nation. She also wrote and published a series of Nature Study Leaflets that were distributed to schools and teaching programs. The Nature Study Leaflets were in fact succinctly written and beautifully illustrated Lesson Plans for self-led or teacher-guided instruction. Her detailed notes, language and observations were reminiscent of the writing of Henry David Thoreau who had been one of her early inspirations.
Anna began with botanical lessons, but soon included all species from microbes to mammals, as well as natural resources and ecosystems. The pedagogy encouraged the development of a child’s curiosity by “opening one’s eyes to our natural surroundings.” Having developed hundreds of such Nature Study Leaflets, Anna felt that it would be useful to compile these into a comprehensive manual. In 1909 she began work on this comprehensive manual which grew into a nearly 1000-page document. No commercial publisher was willing to publish it, so it was published by Anna and her husband. Published in 1911 as Handbook of Nature Study, the book was a huge success, going into over twenty reprints, and being translated into eight languages. It remains a timeless resource and continues to inspire new generations of nature lovers.
In 1899, Anna Comstock was made assistant professor of nature study at the Cornell University Extension Division, the first woman to hold the title of professor at Cornell. But conservative trustees objected to a woman professor, and her title was revoked. Instead, she was named as lecturer with the same salary. Anna did retire from Cornell University with full professorship in 1922. She continued to teach, lecture, and publish materials related to nature studies until she passed away in 1930.
Her pioneering Lesson Plans and her vision for nature education for children supported and inspired generations of students and teachers in nature study.
Anna was also a pioneer in advocating for introducing ‘nature study’ as part of the school curriculum. This continues to be a challenge even today; not many curricula have effectively integrated and infused this; nor accepted that nature study can plant the seeds of valuable life skills.
May 22 is marked as International day for Biological Diversity. A good day to remember Anna Botsworth Comford, one of the early advocates for celebrating biodiversity, and pioneers in biodiversity education.
–Mamata
Millennial Matriarchs 