GKori] METHODS OF TEACHING NATURE-STUDY 233 



not correct, but have the pupils making different reports re-examine 

 the area and correct or verify their own work. Such a report is of 

 the simplest, yet it completely covers the purpose of the trip and is 

 in such form that a clear notion of the work of each child may be 

 quickly obtained. 



In some cases it might be well to have a map of the area made by 

 the child, and the position of the trees roughly located. The chief 

 objection to this form of report lies in the fact that the teacher is 

 more apt to determine the value of the work by the excellence of the 

 map than by the discrimination shown in distinguishing tree forms by 

 the leaf. Apart from this objection such a form of report has many 

 advantages and appeals strongly to children of the second and third 

 grades. Even a rough map is perhaps beyond the ability of first- 

 year pupils. Incidentally the habit thus formed of mapping areas 

 studied will be found to be of constantly increasing value as the work 

 progresses. 



Of course the work with the trees of the school-yard is not all com- 

 pleted by this study; it is but one of many field trips to the yard, each 

 of which is to ask of the trees some definite question. The example, 

 however, illustrates fairly well a typical field trip, that is one having 

 a definite purpose easily within the grasp of the child, a definite and 

 limited area at a reasonable distance and one which well illustrates 

 the purpose of the trip. 



METHODS OF TEACHING NATURE-STUDY 



BY A. J. GROUT, Ph.D. 

 Boys' High School, Brooklyn, N. Y. 



Since the term nature-study is variously interpreted, it may be well 

 to start with a statement as to what the term signifies to the writer. 

 It means to him the study of natural objects and their relations in a 

 way to appeal to the sympathies and develop the interest of pupils, 

 young people especially, but also people of a more mature age who 

 for any reason do not care for more formal scientific studies. Nature- 

 study may be stretched to include lessons in inanimate nature — such 

 as stones, minerals, and simple lessons in elementary physics and 

 chemistry— but the term has been more generally limited to the study 



