METHODS IN TEACHING 



and many other phases of agriculture are taught objectively. 

 This movement, wherever directed with intelligence, will 

 be an important step toward a condition in which trained 

 men and rational methods will supersede our present " hit 

 and miss " practices in farming. Other phases of nature 

 study promise much for other industrial pursuits as well as 

 for public health and sanitation. 



Nature study is a common sense subject and does not 

 require special preparation of the teacher. Experience in 

 teaching is a great help; tact and good judgment are essen- 

 tial. All of us are in conscious contact with nature some- 

 where. Let the first lesson or series of lessons be drawn 

 from something that will commend itself to parents as prac- 

 tical or useful. Make the lessons short and simple. Study 

 results. That which appeals to a child's interest and under- 

 standing will form the nucleus of a course. When a begin- 

 ning has once been made every day will contribute some- 

 thing for the enrichment and extension of the work. 



A common mistake by teachers and supervisors is the 

 attempt to make science of the subject. The child sees one 

 thing at a time well. Class interest flourishes in the study 

 of the isolated object or phenomenon. It dies when we try 

 to establish causes and effects which are not almost self- 

 evident. Our knowledge comes to us as isolated facts and 

 experiences. The classification into a body of knowledge 

 is the work of maturer years. 



Pupils should find out things for themselves ; they should 

 not read too much. Those who get into the habit of accept- 

 ing the statements of others at the expense of the power 

 of independent observation have gained nothing from the 

 work. The use of nature study readers may arouse inter- 





