DISCUSSION AND CORRESPONDENCE 215 



J am surprised that none of the people who answered your inquiry as to 

 the best ten nature-study books should have recommended Hornaday's 

 "Natural History." To my mind this indicates a woeful lack of investiga- 

 tion on the part of the experts who answered your call. As you doubtless 

 know, Mr. Hornaday's book was prepared especially for use in schools, and 

 it is the onlv complete historv of American wild mammals, birds, reptiles and 

 fishes ever written. It should by all means be in the hands of every nature 

 teacher in this country, and it would be if they all knew its value. 



Office of Shield's Magazine, New York. G. O. Shields. 



The lists of books suggested for teachers of nature study in the May issue 

 certainly had surprises, and left on my own mind the idea that nature-study 

 as an informational subject is certainly lacking in even the most generalized 

 "standards." The frequent mention of books devoted exclusively to the 

 classification and naming of animals, plants, etc., would suggest the "naming 

 of things" is still a large part of the nature-studv work. This is to me at 

 least, the least significant part of a nature-study lesson. We certainly must 

 supply a name for whatever object the child studies, but it should be done in 

 the most matter of course way. 



A nature-studv lesson, like anv other giyen in the common schools, should 

 supply useful and usable information for the child's guidance. When this is 

 neglected the claims for a place for nature-studies in the grades lose practical 

 force. As a school subject it is not sufficient to say that nature-study should 

 be a study of nature. The subject matter should be largely selected with 

 broadly utilitarian ideas in mind, — at least if it is to abide in the affections of 

 the pupils and the laymen. 



Now this problem of "best books" for teachers of nature-study is a very 

 practical and pressing one. Few of our teachers have the ability and the 

 preparation to organize a series of lessons coyering such a wide range of in- 

 formation and materials — to say nothing of the lack of time for sucm work. 

 The most helpful book is one that supplies the suggestions as to materials and 

 ideas marked out in full, together with suggestions as to method and order of 

 presentation. Now, unfortunately such books are not available and the 

 teacher must have time, or take time to "work up" each topic presented. 

 In this even the most vigorous advocate of objective study of nature must 

 reiv to a large degree on "books." 



Recently a teacher who had taken some of the freshmen courses in botanv 

 and zoology in the university applied to me for suggestions tor books that 



