6 Introduction. 



logical connection, it is hoped that they will be found to pos- 

 sess at least pedagogical adaptation. 



The aims of the writer are three : i. Psychological, i.e., 

 training the seeing, judging, discriminating, and classifying 

 powers. 2. Informational, i.e., the acquisition of knowl- 

 edge. 3. To furnish a basis in nature for work in language, 

 numbers, drawing, etc. 



Each lesson gives the pupil increased power to make ob- 

 servations for himself, and his mind is broadened at every 

 step. 



Suggestions. i. The teacher should bring something 

 appropriate for a lesson into the school-room. The pupils 

 often bring in the very thing desired. 



2. The teacher must show interest in the thing. The 

 teacher's interest is sure to awaken that of the pupil. En- 

 thusiasm is contagious. 



3. Talk about the object under consideration. Ask about 

 it. Lead the children to name its properties, etc. This 

 may be done at any time before, during, or after school. 

 Some of the most delightful lessons I have ever heard have 

 been given in little talks at recess or noon. 



4. Inquire where other things of the same kind may be 

 found, and ask pupils to get such for you. 



5. Prepare yourself before giving the lesson ; you should 

 know beforehand just what you desire pupils to discover. 

 The object must be closely examined 



6. Never make a nature lesson a set task. Make it rather 

 a period of relaxation and recreation from the severer 

 lessons. 



7. Select the best specimen to put away in a school col- 

 lection. This starts a school museum, to which many inter- 

 esting curiosities will in time drift. 



8. Label each specimen with the name of the giver. This 

 will stimulate children, and so the material for lessons will 

 become practically inexhaustible. 



