12 OUR METHODS IN GENERAL. 



(c) Local list of Fauna and Flora. Even in districts 

 where such lists have long since been made and printed 

 the scholars should note the wild flowers as they appear, 

 recording dates. In this way, making a record from the 

 specimens found by themselves, they will gradually learn 

 the names of the flowers and trees. Such lists can be 

 extended in successive years by records of such points as : 

 length of time particular species of plants are found in 

 flower, census of colours of flowers in the different seasons, 

 time of first appearance of various wild fruits, order of 

 leafing of the trees, and so on as the circumstances suggest. 



On the animal side such points as the following might 

 find a place in this calendar. The first appearance of the 

 spawn of frog or toad, the nesting of rooks or other birds, 

 the arrival of migrants, e.g. swifts, swallows, cuckoo, the 

 appearance of particular caterpillars, or of humble bees, 

 the first butterfly, all wild animals observed out of doors 

 not previously recorded in the school faunal list, etc. 



Since much of the information which can be gathered in 

 this way has a permanent value for the district, the teacher 

 should take some pains to see that the facts submitted are 

 in the main correct and also that they are recorded in 

 some permanent document such as a School Nature Diary 

 or in the Transactions of a local society. 



(d) School Excursions. Whilst a very great deal can be 

 done by means of such lists as have been suggested to 

 quicken and maintain the observational powers and interest 

 of the pupils and to develop an intelligent love of nature, 

 this can be further aided by class excursions. These may 

 consist of rambles into the country, to wood, or moor, or 

 pond, when in particular the relation of animal and plant 

 to environment may be studied, or a general acquaintance 

 with nature cultivated. Or short excursions may be made 

 to particular spots at which definite lessons can be taught 

 or illustrated. 



It is well in such cases to keep the significance of the 

 visit clearly before the pupils and to require from them 

 an account of the excursion as a subsequent exercise. 

 Further, the opportunity should be taken of giving lessons 



