60 NATURE STUDY REVIEW [9 : 2— Feb, 3913 



anticipation of gaining a few extra moments for the nature-study 

 lesson. 



While other lessons are looked upon as more or less of a 

 task, and the child is sometimes kept after school in punishment 

 to learn his lesson, the tree study can be given as a reward for 

 good work. 



It helps in discipline since it keeps the child interested and 

 gives him something to do. It fills the extra moments by sup- 

 plying busy work for idle fingers. After he has finished his al- 

 lotted task — and I have in mind how my children one by one 

 would sit back in position with expectant eyes fastened for ap- 

 proval upon the teacher, well knowing that something interesting 

 was in store for those who applied themselves well and finished 

 early — he may go' to the table and sort piles of pretty autumn 

 leaves, or with colored pegs make the colored maple leaf, or 

 with pencil and ])aper make a border design from the large outline 

 maple leaf upon the blackboard, or write a short story of yester- 

 day's lesson illustrating it with drawings of leaves or fruit. 



With the trees there is always inspiration for dehghtful les- 

 son surprises, which are like little prize packages for the chil- 

 dren; and their reward for hope and expectation is a small bit 

 of tree knowledge. 



Tree Study as a Recreation Lesson. 



The tree lesson may be reserved for that time of day when 

 the pupils are weary and restless and the hours drag. At such a 

 moment it afifords immediate relief. The lesson can be short; at 

 least one point should be learned and the appetite whetted. 



If rightly presented the subject awakens the interest of the 

 pupil, and this should be sustained throughout the entire course. 

 Implanted deep within the child is the instinct to investigate — 

 to get through his own experience a knowledge of his environ- 

 ment — and intuitively the teacher will make at least some use of 

 materials brought in by the pupils. 



The child should never be made to learn nature-study. He 

 has a natural curiosity and interest in everything he sees, and 

 this activity law of his growth is utilized. He feels a joy in ac- 

 quiring knowledge — in making a discovery ; and there is in tree 

 study a constant, changeful contact with his environment which 

 is ever operative ; so that unless the lesson is spoiled in the teach- 

 ing, the children will always be enthusiastic. 



It is a recreation, an outing, an excursion into fairyland, 

 if you please, from which we return refreshed to regular lessons. 



