American Society and Natural Sciences

The Rise of Natural History

Throughout the 18^th century, amateur hobbyists had embraced natural history, botany, entomology, and ornithology. There were several reasons for the popularity of natural sciences in late 19^th century amongst girls. The extracurricular nature literature aimed at female audience. There were prevailing influences of cultural beliefs linking women to nature. It was supposed to make up for the presumed deficiencies in girls’ math schooling.

Although natural history had a late entry as a school subject, men and women were interested since the Revolutionary period. It was a representation of the contemporary view of accepted middle class female activity. However, women were restricted from excursions into the wild and instead observed nature near their homes. Eventually schools and universities started admitting women in their natural history programs. Collaborative relations developed between men and women with a common interest in natural history. Physics as a subject was unable to provide that. Employment opportunities included jobs in natural history museums and departments in colleges and universities. This encouraged meaningful participation, support and patronage from influential men in the field. Suddenly, life sciences portrayed as the sphere for privileged American women.

In the late 19^th century, nature study was the science most suitable for children in the first 8 grades. Nature study appealed to girls and there were enough employment for women teachers. Amateur naturalists authored nature books for children. This encouraged extracurricular activities like nature clubs and associations. Children could study natural phenomenon through direct observation. This also improved scientific methods of agriculture. There was a curricular reform and subjects like physiology, personal hygiene, and the nature-study movement was accessible to everyone.

Women played an important role of women in nature-study movement. Female educators figured prominently in local efforts to implement nature-study programs. There was social enthusiasm for nature and growing involvement in teaching profession. Women participated in nature study to modify it to favor biosciences. Women started to have leadership positions in education and in local chapters. They started to work as professional scientists. This was the “golden age” for female leaders in education.

Based on my book review: “The science education of American girls: A historical perspective” written by Tolley (2003).

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