152 The Ottawa Naturalist. (Nov. 



of objects about which they were to find out facts as best they 

 could, the work might be easily done. But it is neither the one 

 nor the other. The main question for the teacher is, what is the 

 best w^ay to bring the material before the pupils in order to get 

 the most self-effort from them? A question is always a 

 challenge to a child, especially if that question is in the shape of 

 a problem, to be solved, e.g., where do the birds that remain 

 with us all wdnter secure their food? On what kind of day 

 do the streets dry up fastest ? In what part of the sky do you 

 look for a new moon? How is a duck specially adapted for 

 swimming? Why can it keep warm while swimming in cold 

 water? By questions such as these the children are kept on the 

 alert looking for something on which they are to report. Thus 

 are tliey learning to look around them and soon the habit is 

 formed. Another thing in which the teacher must be very careful 

 is not to discourage pupils by forgetting to take up problems thus 

 set them, or by giving little attention to objects they may bring 

 in for examination. Children are very sensitive in this matter 

 and a little thoughtlessness on the part of the teacher may cast 

 the shadow of discouragement over them. 



The time of year, too, must necessarily influence the work 

 to be done, e.g., spring time is the season for the germination 

 and planting of seeds, the setting out of flowers, the opening of 

 buds, the return of the birds, etc. In t\\e fall, comes fruits and 

 seeds, the means of dispersion of the latter, caterpillars and 

 cocoons. Some topics may require more than one season to 

 work out, e.g. the metamorphosis of a butterfly, the growth of 

 a plant from seed to fruit, etc. The weather we have always 

 with us ; and it furnishes many interesting topics for investiga- 

 tion. 



Many of the lessons in our readers abound in nature study 

 topics and furnish an excellent means of treating it incidentally. 

 In ovir general literature too, is to be found much, both in prose 

 and poetry, w4iich is descriptive of nature, and the reading of 

 which by our pupils will do a great deal to create a disposition to 

 become better acquainted with her. Moreover, this incidental 

 treatment of the subject is of great value and does away with 

 the excuse of lack of time for more formal nature work. 



The teachers of this city have every advantage in cultivating 

 the acquaintance of nature.' I know of no other city offering like 

 facilities. Here live many of the best experts in Canada wdio are 

 ever ready and willing to render assistance, and an association 

 with whom is an inspiration in the work. You have here also 

 the Field-Naturalists' Club, an organization of wide reputation, 



