338 NATURE-STUDY REVIEW [15:6— Nov., 1919 



In order to reap these benefits, the best means for observation 

 must be acquired. With some aid, the children can be brought 

 to understand the precautions necessary to be taken in choosing 

 an aquarium for school room purposes. First, put a small plant 

 or leaf in a tumbler of water, and have them see that convex glass 

 makes the plant appear magnified and ill-shaped. This eliminates 

 the cylindrical aquariimi. Next place the plant in a deep dish 

 or small wooden box. This will illustrate the disadvantages of 

 the all-wooden or all-metal aquaria. If possible, secure a rect- 

 angular glass dish or even a small bottle, put the plant into it, 

 and notice the advantages of this shaped vessel over the others. 

 Then have the class consider where the aquarium had best be 

 placed, taking, light, warmth, and convenience into account. 

 Also consider upon what it is to be placed, this determining its 

 size somewhat. If there is a manual training department in the 

 school, or better yet, if the boys of the class take Manual Training, 

 the making of the aquariimi should be transferred to that depart- 

 ment. Or, if it is necessary to purchase an aquarium, the Central 

 Scientific Supply Company of Chicago carries an excellent line of 

 all school laboratory supplies. 



Two types of aquaria will be found useful in any school. The 

 permanent ones are those intended to continue through a season; 

 and temporary ones, those which are used for study purposes, or 

 carrying the plants and animals from the pond. A low glass dish 

 is best for study purposes; and a Mason jar, pail, or clean can, 

 may be used for transferring. Any child is able to procure some 

 one of these. Thus interest is made to grow in the individual 

 because he feels he has taken part in choosing the most suitable 

 aquarium and he knows why it is suitable. 



While the aquariiim might be looked upon as a difficult problem 

 to get into working order, by utilizing every opportunity to stimu- 

 late the childrens' interest, and by excursions, the solution is made 

 comparatively simple. Many times the children can give valuable 

 suggestions. These may often seem trivial in content; but they 

 should never be slighted. Self-expression is nowhere more easily 

 obtained than in "setting up" the aquariimi. First, have the 

 children enimierate the things they think essential, and ornamen- 

 tal. If there is no sand about the school building, the teacher may 

 ask the children to bring some from home, or, if possible, to collect 

 some along a river bank. They must procure enough to cover 



