238 THE NATURE-STUDY REVIEW [5:9— dec. i 9 o 9 



usage has already made it — a comprehensive general term for the 

 most elementary studies of nature, especially for pupils of elemen- 

 tary school age. We certainly need such a term ; and no better 

 term than nature-study has been suggested. "Elementary 

 science" is too easily confused with high-school science which has 

 definite characteristics. "Natural history" is no longer under- 

 stood to include more than biological topics. "Elementary 

 agriculture" stands for only one and that a limited phase of the 

 studies of nature needed in schools in general. Only the word 

 nature-study is available as a general term for elementary 

 undifferentiated study of both organic and inorganic nature 

 according to scientific methods but not closely imitating ad- 

 vanced science. Nature-study, then, stands - as a general term 

 for all studies of natural objects and processes which have been 

 found most suitable for beginners, most of whom are the pupils 

 in elementary schools. 



A TEACHERS' EXAMINATION IN NATURE-STUDY 



[Editor's Note. — The following interesting set of questions has been 

 sent to the editor of The Review by a teacher who took the examination 

 for an assistantship in a normal school. The questions were- written 

 down from memory after leaving the examination room, for the rules 

 prohibited the removal of copies. We may wonder as to how many 

 authors of nature-study books could make a passing mark in such an 

 examination.] 



1. a. Write ten topics or questions in nature-study which might 

 properly be set before the elementary-school pupils for the purpose of 

 leading them to reason. 



b. Taking one of the above as for class-room study, outline briefly 

 with critical comments a lesson on that topic. 



2. What is meant by the "scientific method of investigation?" Show 

 to what extent the scientific method of investigation can be used in teach- 

 ing in the elementary schools. 



3. Xame five faults which teachers of elementary science are prone to 

 fall into. Explain how a training-school teacher should deal with such 

 matters with students. 



4. State the value of a "type" in teaching. Mention some suitable type 

 for use in nature-study. State reasons for selection and show how it 

 applies in this subject. 



5. Draw a picture of each of the following birds: humming-bird, 

 swallow, snipe, hawk, parrot. In connection with the drawings, explain 

 the characteristics of each. 



6. a. Give a synopsis of a lesson on a fish suitable for elementary-school 

 grade. 



b. How would a synopsis of high-school work on the fish differ from 

 the above? Explain, giving reasons. 



c. Explain, with aid of diagrams, the circulation of blood in the fish. 



7. Describe a scheme for teaching "The Seasons" to a low elementary 

 grade. 



