232 THE NA TUNE- STUD Y RE VIE IV u . 7 _, , CT . , 1906 



In the first case the work cannot be understood if done; in the 

 second it cannot be done even though it be perfectly understood. 

 The area chosen, therefore, should be so limited, that by reasonably 

 diligent work during the time assigned the purpose may be accom- 

 plished. The time assigned for the work should not be so long as to 

 exhaust the child's interest, for it must always be remembered that 

 we are dealing with children with all of the limitations of childhood. 

 The area should have fairly definite boundaries so that there may be 

 no probability of confusion in comparing results. Fences, streams, 

 roadways, indeed any well marked local features will serve to furnish 

 such boundaries. As a rule the area selected is far too large and the 

 child is so overwhelmed with material that he is helpless in the pre- 

 sence of his problem. Almost as many trips are valueless because 

 of the too large area assigned as because of the too large purpose. 

 The area selected should be such as well illustrates the purpose 

 selected and this indicates that the teacher must have determined 

 both purpose and area by a previous study of the region. This means 

 work, but success of any kind means antecedent work and the field 

 trip in nature-study furnishes no exception to the rule. 



The reports of such trips should be brief, yet comprehensive and 

 of such character as to be easily comparable. Their form will neces- 

 sarily vary with the purpose and the age of the child, but in every 

 case they should be of the character indicated. Essays upon the 

 trip, stories about special objects seen are perhaps to be encouraged, 

 but these should not be considered as in the nature of reports. Let 

 us assume a field trip for chi'dren of the second grade, having as 

 the area chosen the school-yard, and as its purpose the number of 

 kinds of trees that can be distinguished by the foliage leaf. As a 

 preliminary have the children determine the exact number of trees in 

 the yard. After this the determination of the kinds recognizable by 

 the leaf may be worked out. The report may take some such form 

 as the following: 



Number of Trees 25 



Maples 10 



Kims 7 



i '( >plars 5 



Oaks 



J 



The names are given merely for convenience: the report might 

 show, instead of the name, a leaf of each kind recognized pinned 

 upon it with the number beneath. If different results are given do 



