GO NATURE STUDY REVIEW [9 : 2— Feb., 3913 



anticipation of gaining a few extra moments for the nature-study 

 lesson. 



While other lessons are looked upon as more or less of a 

 task, and the child is sometimes kept after school in punishment 

 to learn his lesson, the tree study can be given as a reward for 

 good work. 



It helps in discipline since it keeps the child interested and 

 gives him something to do. It fills the extra moments by sup- 

 plying busy w^ork for idle fingers. After he has finished his al- 

 lotted task — and I have in mind how my children one by one 

 would sit back in position with expectant eyes fastened for ap- 

 proval upon the teacher, well knowing that something interesting 

 w^as in store for those who applied themselves well and finished 

 early — he may go to the table and sort piles of pretty autumn 

 leaves, or with colored pegs make the colored maple leaf, or 

 w itli pencil and paper make a border design from the large outline 

 maple leaf upon the blackboard, or write a short story of yester- 

 day's lesson illustrating it with drawings of leaves or fruit. 



With the trees there is always inspiration for delightful les- 

 son surprises, which are like little ]M-ize packages for the chil- 

 dren; and their reward for hope and expectation is a small bit 

 of tree knowledge. 



Tree Study as a Rkcre.miox Lesson. 



The tree lesson may be reserved for that time of day when 

 the i)upils are weary and restless and the hours drag. At such a 

 moment it afi:"ords immediate relief. The lesson can be short; at 

 least one point should be learned and the ap])etite whetted. 



If righth- ])resented the subject awakens the interest of the 

 pupil, and this should be sustained throughout the entire course, 

 implanted deep within the child is the instinct to investigate — ■ 

 to get through his own experience a knowledge of his environ- 

 ment — and intuitively the teacher w ill make at least some use of 

 materials brought in l)y the pupils. 



The child should never be made to leant nature-study. He 

 has a natural curiosity and interest in everything he sees, and 

 this activity law of his growth is utilized. He feels a joy in ac- 

 ([uiring knowledge — in making a discovery; and there is in tree 

 study a constant, changeful contact with his environment wdiich 

 is ever operative ; so that unless the lesson is spoiled in the teach- 

 ing, the children will always be enthusiastic. 



It is a recreation, an outing, an excursion into fairyland, 

 it you ])lease, from which we return refreshed to regular lessons. 



