102 NATURE-STUDY REVIEW [11:3— Mar., 1915 



based on the problem, and 3d, the application or use by the child 

 of what he has been taught. 



Child's Problem — The child's problem is a means of arousing the 

 child's interest. It should be a question that appeals to him, that 

 I he is anxious to solve. This should find its origin in the present 



{ need and environment of the child, that is, it should be a child's 



and not an adult's problem. It should be very definite and specific 

 \ and so stated as to involve only one leading question. It should 



i be something the solution of which is evidently well worth while. 



i This problem will serve not only as a stimulus to the child but as a 



I guide to both child and teacher to determine what particular 



phases of the topic shall be taken up. Hence it is evident that the 

 first step is get the problem clearly before the children so that they 

 may understand distinctly the purpose of the lesson. In order to 

 interest the children in the problem, it may be lead up to by ques- 

 tioning the children regarding things they already know about some 

 topic closely related to the problem. The problem should be the 

 central thought of the lesson around which the points to be taught 

 may be grouped. 



In the outline, questions are suggested which may serve as 

 problems for the topic under consideration. 



Development — The development should be based upon the 

 problem. The purpose of this is to solve the problem and only 

 those points should be included which are necessary for this solu- 

 tion. All other points which have no bearing on the problem 

 should be omitted. Enough points should be included in the 

 development to answer the problem satisfactory. The problem 

 will be the basis not only for the selection of the subject matter 

 but for its organization as well. 



Application — The use of knowledge is the chief end of education. 

 One of the vital things in planning a nature-study lesson is to con- 

 sider how the children may be encouraged to make use of what 

 they have learned. If the problem does not seem to allow of any 

 application, we may well inquire whether the problem is really 

 worth while. 



Following are suggested some ways in which application may be 

 made: i, actually doing things suggested in the lesson, as in 

 planting a home garden, destroying insect pests and weeds, building 

 nesting boxes for the birds, planting trees, helping parents at home; 



