160 Second Conference 



Only, the objects should be types. In the animal 

 world the " classes " should be first dealt with, and 

 that from the higher to the lower through the Verte- 

 brata. In the Invertebrata there can, of course, be 

 only a selection, as of insects, spiders, and decapods, 

 with such few exceptions as the snail, earth-worm, 

 &c. Throughout there should, of course, be a cer- 

 tain natural sequence. Each lesson given to a lower 

 standard should lay the foundation on which to erect 

 a larger structure in a higher standard. The same 

 object should be approached from different stand- 

 points. For instance, the "cat" should be approached 

 from the " claws ", from the " teeth ", &c., to illustrate 

 the adaptation of means to end, and the harmony 

 of parts, and the connection between structure and 

 function. 



If asked the question: " What has been the experi- 

 ence in Leicester of such courses of Nature-study as 

 are here sketched out?" I should reply: 



1. The courses have been educative to the teacJier. 

 There are exhibits in this building that prove this 

 statement. One is a very admirable one of Insect 

 Life in Leicestershire; two others are exhibits of the 

 Rocks of Charnwood Forest (with photographs) and 

 of Leicestershire, excepting Charnwood Forest. 



2. The children exhibit the greatest interest in 

 these nature subjects. They make good collectors, 

 and many a case of hopeless dulness with the book 

 has been converted into enthusiastic love of the larger 

 book of nature by means of these object-lessons in 

 Nature-study. 



3. Finally, I would wish to recommend the linking 

 of such lessons with the other work of the school, as 



