The Teaching of Nature-Study 



I have examined many field note-books kept by pupils in the inter- 

 mediate grades and have been surprised at their plenitude of accurate 

 observation and graphic illustration. These books ranged from blank 

 account books furnished by the family grocer up to a quarto, the pages of 

 which were adorned with many marginal illustrations made in passionate 

 admiration of Thompson-Seton's books and filled with carefully trans- 

 cribed text, that showed the direct influence of Thoreau. These books, of 

 whatever quality, are precious beyond price to their owners. And why 

 not? For they represent what cannot be bought or sold, personal 

 experience in the happy world of out-of-doors. 



THE FIELD EXCURSION 



ANY teachers look upon the field excursion as a precar- 

 ious voyage, steered between the Scylla of hilarious 

 seeing too much and the Charybdis of seeing nothing at 

 all because of the zest which comes from freedom in the 

 fields and wood. This danger can be obviated if the 

 teacher plans the work definitely before starting, and 

 demands certain results. 



It is a mistake to think that a half day is necessary for a field lesson, 

 since a very efficient field trip may be made during the ten or fifteen 

 minutes at recess, if it is well planned. Certain questions and lines of 

 investigation should be given the pupils before starting and given in such 

 a manner as to make them thoroughly interested in discovering the facts. 

 A certain teacher in New York State has studied all the common plants 

 and trees in the vicinity of her school with these recess excursions and the 

 pupils have been enthusiastic about the work. 



The half hour excursion should be preceded by a talk concerning the 

 purposes of the outing and the pupils must know that certain observa- 

 tions are to be made or they will not be permitted to go again. This 

 should not be emphasized as a punishment; but they should be made to 

 understand that a field excursion is only, naturally enough, for those who 

 wish to see and understand outdoor life. For all field work, the teacher 

 should make use of the field notebook which should be a part of the pupils' 

 equipment. 



PETS AS NATURE-STUDY SUBJECTS 



1TTLE attention has been given to making the child un- 

 derstand what would be the lives of his pets if they were 

 in their native environment; or to relating their habits 

 and lives as wild animals. Almost any pet, if properly 

 observed, affords an admirable opportunity for under- 

 standing the reasons why its structure and peculiar habits 

 may have made it successful among other creatures and in other lands. 



Moreover the actions and the daily life of the pet make interesting 

 subject matter for a note-book. The lessons on the dog, rabbit and horse 

 as given in this volume may suggest methods for such study, and with 

 apologies that it is not better and more interesting, I have placed with the 

 story of the squirrel a few pages from one of my own note-books regarding 

 my experiences with "Furry." I include this record as a suggestion for 

 the children that they should keep note-books of their pets. It will lea-i 



