Insect Study. "7^7 



markings before we set it free t,o carry on its work of perpetuating the 

 species and of carrying pollen for the flowers. 



Second. — Catch a butterfly with a net without injuring it and let 

 it loose in the room where we can study it at close range and get thor- 

 oughly acquainted with its size, form and "colors. This is an excellent 

 way. ' 



Third. — The most common way of all, but perhaps not necessarily 

 the best, is to make a collection of butterflies. This involves the catch- 

 ing of the insects in nets, and killing them in a cyanide bottle, and then 

 spreading the wings carefully, letting them dry extended, and then plac- 

 ing the specimens in a box for safe keeping. Every beginner experiences 

 great trouble in keeping such specimens free from the little pests which 

 destroy them. The boxes of insects in any museum have to be looked 

 over carefully every month and such as are infested treated with the 

 deadly fumes of some gas. Undoubtedly the best and cheapest way for 

 amateurs to mount their insects in permanent form is to use the Riker 

 mounts, which consist of shallow cardboard boxes with glass covers 

 and filled with cotton. The size of box large enough for most of our 

 butterflies costs fifteen cents each, and they come in cases, a dozen in 

 a case at $1.90. The butterfly is spread and placed on the cotton, the 

 cover put on and sealed with gum paper and the specimen is safe for all 

 time. As there is a box for each, any specimen may be passed around 

 and studied by itself. 



Such a collection of butterflies is. a great help to a teacher as she is 

 thus able to bring a page from nature's book into the schoolroom for 

 the pupil's enjoyment and enlightenment. However, we b34 no means 

 advise that the pupils themselves make a collection of insects, or that 

 they be encouraged to do so. 



While we do not advise the children to make collections of insects 

 our reasons for doing so are based quite as much upon other grounds 

 as upon that of developing cruelty in th*e child. The taking of life of the 

 lower animals is a matter that had best not be too much dwelt upon 

 before children, for we cannot be consistent in our teaching and they 

 soon discover it. For who shall say that the cat which catches and eats 

 the robin is more culpable than the person who eats lamb chop for 

 breakfast, thus sacrificing the life of an innocent and playful creature 

 to satisfy his appetite? And in the wider view of the world and its 

 creatures, the life of a butterfly is no more sacred than that of the house- 

 fly or a mosquito. It is far safer to let these questions alone in our 

 teaching, and cultivate in the child an interest in the lives of the lower 



