126 THE NATURE-STUDY REVIEW [5:5— may. i 9 o 9 



eyes, in the side of the head, or the ears, might be examined. 

 But all these points of structure should be made of secondary- 

 importance to the habits and use of the crow. 



One of the boys in the class to which the above lesson was 

 taught, volunteered the statement that he liked that lesson and 

 wanted to know the name of the book in which the story was to 

 be found. It was agreed by the student-teachers present that 

 the first two aims, i. e. to interest children in animal life and to 

 help interpret literature, had been accomplished and that a 

 beginning had been made towards the accomplishment of the 

 last two, i. e. to teach the value of the crow and to secure right 

 action towards it. 



After consideration and discussion, the following list of sub- 

 jects, with related literature in some cases, was made as being 

 suitable for children of the first two or three grades of the public 

 schools. 



Cat — "The King of the Park," Marshall Saunders. 



Dog — "Beautiful Joe," Marshall Saunders. 



Sparrow — 



Chickadee — 



Horse — "Black Beauty," Anna Sewell, 



Owl — "Hushwing," Chas. G. D. Roberts. 



Rabbit — ' ' ' ' Raggylug, ' ' Thompson- Seton . 



Robin — "Master Chupes and Miss Jenny," Bignell. 



Spider — "Stories — e. g. Bruce and the Spider." 



Bear — "Heart of the Ancient Wood," Roberts. 



Eskimo — "Children of the Cold," Schwatka. 



Indian — "Hiawatha," Adapted. 



Wolf — "Stories of Pioneer Life." 



Any pet that can be brought to school would be quite suitable 

 — raccoon, white rat, canary, parrot. 



Some plants could be treated under the headings suggested in 

 former numbers of The Review, but the specimens studied 

 should be limited to (1) plants that children have grown, e. g., 

 nasturtium, candytuft, tulip, geranium, (2) plants of fields and 

 woods, whose habitat is familiar to the children. In these cases, 

 no literature is necessary, except accounts of children 's experiences 

 with plants. The habit of personifying plants for nature-study 

 purposes is objectionable. 



In conclusion, if any teachers of animal life have been dis- 

 tressed of late regarding the value of stories by Thompson- 



