1 68 THE NA TU RE- STUD Y RE VIE W [2 . 5 _ M AY , , 90 6 



" The aim of all teaching of hygiene, namely, the formation of good 

 habits of living, should always be borne in mind. The positions 

 of all children in writing, reading, and studying are all-important in 

 their effect that these positions may have upon the growth. Good 

 habits in living, like good English, can be acquired only by constant 

 practice. 



The need of teaching hygiene is unquestionable, yet those who 

 have tried to give instruction in the laws of health will agree that it 

 is one of the difficult subjects to teach well. Subjects like history 

 or geography interest children readily. Many a child will listen for 

 hours at a time to the story of some hero or read at length about 

 travels in distant lands. In teaching hygiene our special aim is to 

 inspire the children with an earnest desire to be well and strong. 

 We may accomplish this end in part by making use of the child's 

 admiration for some person who has a fine physique. Much tacf 

 and thoughtfulness are necessary in teaching children better ways of 

 living, for the personal element in the subject is very prominent. 

 We need rational teaching in hygiene." 



Without doubt there is need for improvement in the teaching of 

 hygiene. But where shall we look for help? The teaching to be 

 effective must be done by the teacher in charge of the children. 



These teachers need, however, encouragement, suggestions, mate- 

 rials, and enthusiasm. In some cases, a helpful outline with super- 

 vision would be a great help. In other cases, more extended knowl- 

 edge is needed. An awakening to the importance of this subject 

 among supervisors and principals would give the whole subject a 

 wonderful impetus. 



BEST BOOKS FOR NATURE-STUDY 



The Preferred Lists of Many Teachers 



The lists published below have come in response to a circular letter 

 and a request made in an editorial note in a recent issue of this journal. 

 There are many surprises for the reader. It was to be expected that 

 Chapman's bird books, Comstock's insect books, Bailey's "Nature- 

 Study Idea," Hodge's "Nature-Study and Life ' Jordan and 

 Kfllogg's "Animal Life," Coulter's "Plant Relations" or his 

 "Plants," and Blanchan's "Bird Neighbors" and her "Nature's 

 Garden," would be named most frequently; and the fact is 

 that no other authors are named five or more times. But it 



