238 THE NATURE-STUDY REVIEW [5:9— dec. 1909 



usage has already made it — a comprehensive general term for the 

 most elementary studies of nature, especially for pupils of elemen- 

 tary school age. We certainly need such a term; and no better 

 term than nature-study has been suggested. "Elementary 

 science" is too easily confused with high-school science which has 

 definite characteristics. "Natural history" is no longer under- 

 stood to include more than biological topics. "Elementary 

 agriculture" stands for only one and that a limited phase of the 

 studies of nature needed in schools in general. Only the word 

 nature-stvidy is available as a general term for elementary 

 undifferentiated study of both organic and inorganic nature 

 according to scientific methods but not closely imitating ad- 

 vanced science. Nature-study, then, stands as a general term 

 for all studies of natural objects and processes which have been 

 found most suitable for beginners, most of whom are the pupils 

 in elementary schools. 



A TEACHERS' EXAMINATION IN NATURE-STUDY 



[Editor's Note. — The following interesting set of questions has been 

 sent to the editor of The Review by a teacher who took the examination 

 for an assistantship in a normal school. The questions were written 

 down from memory after leaving the examination room., for the rules 

 prohibited the removal of copies. We may wonder as to how many 

 authors of nature-study books could make a passing mark in such an 

 exainination.] 



1. a. Write ten topics or questions in nature-study which might 

 properly be set before the elementary-school pupils for the purpose of 

 leading them to reason. 



b. Taking one of the above as for class-room study, outline briefly 

 with critical comments a lesson on that topic. 



2. What is meant by the "scientific method of investigation?" Show 

 to what extent the scientific method of investigation can be used in teach- 

 ing in the elementary schools. 



3. Name five faults which teachers of elementary science are prone to 

 fall into. Explain how a training-school teacher should deal with such 

 matters with students. 



4. State the value of a "type". in teaching. Mention some suitable type 

 for use in nature-study. State reasons for selection and show how it 

 applies in this subject. 



5. Draw a picture of each of the following birds: humming-bird, 

 swallow, snipe, hawk, parrot. In connection with the drawings, explain 

 the characteristics of each. 



6. a. Give a synopsis of a lesson on a fish suitable for elementary-school 

 grade. 



b. How would a synopsis of high-school work on the fish differ from 

 the above? Explain, giving reasons. 



c. Explain, with aid of diagrams, the circulation of blood in the fi.sh. 



7. Describe a scheme for teaching "The Seasons" to a low elementary 

 grade. 



