PATTERSON] SOME INSECT STUDIES 109 



to make them realize that they could use the insect life in the 

 environment of their own schools in a way that would arouse a 

 permanent interest on the part of their pupils as well as give the 

 country children some valuable practical information. 



The equipment for the study consisted of apparatus easily 

 procured. The students made several terrariums out of paste- 

 board and wooden boxes. We had two larger ones that had been 

 in use for several years. Besides these we used a number of pint 

 and quart Mason jars, flower pots and lantern globes. Each 

 student provided himself with a wide-mouthed, clear glass bottle 

 or jelly glass. Altho most of our work was with living insects, we 

 made two cyanide jars so that the students might learn how to 

 kill and preserve specimens of special interest. 



Our first study was the squash-bug. This was chosen ; ( 1) , because 

 there was a large number of these insects on a squash vine that we 

 had studied in the school garden ; (2) , because the insects were 

 easily captured; (3), Because they showed several stages of de- 

 velopment. 



The first assignment was a field study, not a class excursion but 

 individual observation by each student. I have found that much 

 valuable field work may be done along all lines of nature study and 

 elementary agriculture without the ordinary field trip under the 

 guidance of a teacher. Of course the teacher must know the field 

 before she sends forth the pupils. She must also indicate a few 

 definite things to be found out, or problems to be solved. Indeed, 

 I sometimes think that the individual study is often 

 more worth while than the class work. At any rate 



there is a greater gain in independence of observation 

 and conclusion and more freedom of expression. And 

 why should this not be so? There is no good reason 

 why pupils should not learn to read the great book of nature 

 with the same intelligence that they use in gathering facts from 

 the printed page in the library. 



The students were asked to visit the garden twice during the 

 day, once between the hours of eleven and three, and once early 

 in the morning or late in the evening. They were to watch the 

 squash bugs awhile, note what the insects were doing, and whether 

 or not there was any difference in their movements and behavior 

 during the two periods. They were, also, to place in the wide 

 mouthed bottles at least three of the insects with a bit of leaf or 

 stem and bring to class the next day. 



