Cornell Nature-Study Leaflets is a lengthy series of nature study leaflets for both teachers and students. They were used by the College of Agriculture and Cornell University in New York during the beginning of the 20th century.

This list includes all serials, printed and processed, received by the Library of the United States Department of Agriculture, on a current basis, as of July 1, 1957. Only dailies or administrative use are omitted. A serial is defined as a publication that is issued either regularly or irregularly over an unspecified period of time. For the purposes of this list, a serial was considered current if it had been received in the Library at any time since January 1954, unless it was known to have ceased.

In the early twentieth century, a curriculum known as nature study flourished in major city school systems, streetcar suburbs, small towns, and even rural one-room schools. This object-based approach to learning about the natural world marked the first systematic attempt to introduce science into elementary education, and it came at a time when institutions such as zoos, botanical gardens, natural history museums, and national parks were promoting the idea that direct knowledge of nature would benefit an increasingly urban and industrial nation. The definitive history of this once pervasive nature study movement, TeachingChildren Science emphasizes the scientific, pedagogical, and social incentives that encouraged primarily women teachers to explore nature in and beyond their classrooms. Sally Gregory Kohlstedt brings to vivid life the instructors and reformers who advanced nature study through on-campus schools, summer programs, textbooks, and public speaking. Within a generation, this highly successful hands-on approach migrated beyond public schools into summer camps, afterschool activities, and the scouting movement. Although the rich diversity of nature study classes eventually lost ground to increasingly standardized curricula, Kohlstedt locates its legacy in the living plants and animals in classrooms and environmental field trips that remain central parts of science education today.

The world is warming up rapidly and this change is most noticeable in mountains with already observable consequences on flora and fauna. This book presents concepts, methodologies and major achievements of recent research in climate change ecology in mountains by placing this research in a historical perspective, that of travelers and naturalists of the Romantic era, and first of all Alexander von Humboldt. There is now a renewed interest, both in academia and beyond, in Humboldt, his writings and his view of nature. But how can we actually make use of his writings? How can we put his philosophy into practice? How can we still learn from past scientific figures and do a better science today? In this book, the author presents how it is possible to succeed in modern science by returning to sources, by renewing the tradition of past polymaths such as Humboldt, and by having a fully humanistic approach in science. He illustrates his point based on his 15-year experience in the study of the ecological effects of climate change in the tropical Andes, showing how he has incorporated approaches from other disciplines, from different branches of science, from history and the arts to achieve a more comprehensive view of his scientific field. Alongside hard data, discoveries by past naturalists build our understanding of the world but appealing to our emotions makes us want to understand it. In the author’s view this is a productive and enjoyable way of doing science that speaks to our humanity and also increases our knowledge about nature. This academic cross-over book appeals to a broad audience of students, scientists or, supported by attractive illustrations, to anyone interested in the adventure or making of science, but not necessarily with a scientific background.