Introduction. 7 



9. Ignore no object which the pupil brings. If there be 

 more objects than can be used in lessons, lay them aside 

 for the present ; they will come in play when snow lies on 

 the ground. 



In conclusion I quote from a paper by Geo. L. Clapp, 

 of Boston, entitled " Real and Sham Observation by Pu- 

 pils," printed in Education, January, 1892 : 



" There is no lack of material in the form of leaves, seeds, 

 fruits, vegetables, stones, shells, insects, etc., but there is a 

 lack of understanding as to how they are to be used in 

 ediicating the children, not simply in informing them. The 

 observation lesson is confounded with, or made the occasion 

 for, an information lesson, or a language lesson : and there 

 too frequently the work ends." After illustrating how this 

 may be the writer adds : " In the study of nature the habit 

 of investigating must be formed. In the case of primary 

 children the work must not be heavily saddled with lan- 

 guage. The letter killeth the spirit. A language lesson 

 may be given on the observation lesson with the greatest 

 advantage, but at another time." " The pupil must exam- 

 ine his own specimens and express in his own words what 

 he has discovered by his own senses. From his own object 

 he will get the best description for him." " A prime object 

 of nature is to get pupils to rely on their own powers, and it 

 is the teachers duty to furnish proper opportunities and 

 guidance when necessary." 



