Classroom
Straley elucidates, “Nineteenth-century nature was, indeed, a vast classroom filled with texts written by God and intended to teach children about divine design, moral behaviour, and social convention.” Nature provides various lessons that enlighten the children on various subjects. Studying nature is analogous to being in a classroom. Each natural element offers a specific lesson to children. Moreover, nature enlightens children about the reality of God.
Soaking
Straley writes, "The natural sciences were deemed suitable preparations for working-class students entering manufacturing professions and perfect introductions to Christianity and social order for every child. According to historian Norman Morris, the Victorian school system "exuded paternalism" and reflected "a simple desire to preserve and bring out the best in each social rank by soaking it in its appropriate ethos." The metaphorical soaking relates to the overemphasis of ethos which was projected to ensure that each individual had integrity. Ethos was deemed mandatory for society's proper running; hence, it was required that all individuals uphold it.
“A visible, and enduring symbol of Enlightenment”
Straley explains, “Henry Barnard’s Object Teaching and Oral Lessons on Social Science and Common things (1860), exemplary of mid-century pedagogical manuals advises, “in all these lessons the teacher should never fail to call to attention of the children to the goodness of God in accommodating each animal to the circumstances of its life.” Natural theology, according to historian John Hedley Brook, was, “a visible, and enduring symbol of an Enlightenment goal-the pursuit of science-thriving within piety.” Natural theology is emphasized because it contributes to the piety of individuals. Enlightenment is defined by individuals’ level of piousness. Accordingly, individuals who are not informed about natural theology are deemed unenlightened. Piety is synonymous with enlightenment.
“The gospel of natural theology”
Straley recounts, “Throughout the eighteenth and early nineteenth centuries, observation was the gospel of natural theology. By observing nature, the child was meant to become acquainted with God’s works. The writer who best expressed the tenets of natural theology was Isaac Watts, whose Discourse on the Education of Children and Youth (1760) tells the parents to “shew [children] the birds, the beasts, the fishes, the insects, the trees, fruit, herbs, and all the several parts and properties of the vegetable and animal world.” The major organs which are required in the dissemination of natural theology are eyes. Accordingly, blind children would not enjoy the gospel like children with functional eyes. The children had to observe a specific natural element to understand its appearance and implication in the context of natural theology.
“Two sisters”
Straley remarks, “The divide between the two sisters-nature and morality-is already bridged by the fairy tale in which they are both contained. Imaginative literature performs the defining moment of the child’s recapitulative transition, from picturing nature in fairy form to believing in a fairy who transcends and dictates conduct beyond purely natural need.” ‘Nature and morality’ are intertwined; literature reduces the gap between these two concepts. Nature can be useful in upholding morality and morality is good, not nature.
