l8o THE NATURE-STUDY REVIEW [5:7— oct, 1909 



I neglected to say anything about the hterature to accompany 

 the work. I think each month should have its little memory gem 

 or text and aside from this, in the teacher's outline, each month 

 should have its text. Put some beautiful verse of inspiring 

 thought at the head of your outline and it will relieve you of a 

 great deal of drudgery. It will add joy to your work. Then, 

 if there is any good poem or story about the material you are using 

 read or tell it to the children. 



So by the end of the year you will find you have gained won- 

 derfully in your own store of knowledge. You have taught a 

 year's work in nature-study which has been interesting, con- 

 nected and wholesome. You have inspired the children to 

 further research; and the work has not detracted but added to 

 the interest which the child takes in the world around him. 

 This would be a happy world if each of us knew and loved the 

 place in which he works. 



NATURE-STUDY IN THE SECOND GRADE 



By ALTA PEACOCK 

 Kellom School, Omaha, Nebr. 



The aims of nature-study in the second grade are the same as in 

 a high school or a university class. The aims no less than the 

 final results should be two-fold in character, intellectual and 

 ethical. These are very closely related, and when the child 

 knows and loves the common things of life the teaching has been 

 effective. 



The first requirem-cnt of nature-study work is that the subject- 

 matter shall lie within the personal experience of the pupil. 

 The next is that sufficient time be given the growing mind that it 

 may have the joy of discovering for itself the causes, effects, 

 relationships and harmony of the processes of nature. Another 

 essential is "Training the pupil to see when he looks." B> 

 fixing his attention upon the object he is studying, he acquires 

 not only powers of observation, but what is even more valuable, 

 a habit of concentration. "Make haste slowly" is a maxim which 

 should be constantly before the teacher. Little children must 

 acquire knowledge slowly. The things learned unconsciously 

 are often of greater value and make a m.ore lasting impression 

 t",han the formal lesson. 



