VAN CLE VE NA T URE STUDY AND THE RE A DING LESSON 263 



Furthermore, many of the illustrations in readers are unsatis- 

 factory from a nature study point of view. For instance, in 

 order to carry out a uniform color scheme in a book, various 

 different species of birds are depicted in the same colors, and fre- 

 quently in colors entirely foreign to them; and the crescent moon 

 viewed in the evening sky by a child just going to bed may be 

 placed in any position to suit the desire of the artist without 

 regard to scientific fact. We do not wish to quarrel with the il- 

 lustrators. From their point of view it perhaps matters not 

 whether colors and forms are true to nature, and they doubtless 

 are bored by what seems to them the literalness of the scientists. 

 We must, I suppose, for the sake of goodwill and deference to 

 pictorial art, allow them to place in our readers bluebirds with 

 blue underparts and white backs, pink horses, and blue cows — 

 such is the privilege of art! Very well. But we owe it to the 

 child to show him at least a correctly colored plate of the bluebird 

 and lead him as soon as possible to know this fine fellow as well as 

 other birds, insects, flowers and trees, just as God made them in 

 their inimitable beauty. 



As Prof. Vinal* has so well pointed out, neither child nor 

 teacher can gain much correct information regarding nature from 

 the reading material in the primary readers. Some is truth, much 

 is fancy. The writer is willing to leave the final judgment as to 

 what is the best type of subject matter and illustration for primary 

 readers to the thoughtful primary teachers of the country, for 

 what they demand will be placed in the readers of the future 

 (if it has not already been done). But even if fancy in word and 

 picture is to predominate, is there any reason why, at the same 

 time, the children should not be taught the truth about these 

 creatures of which they read?* Even six-year old children enjoy 

 both fact and fancy and if skillfully taught neither need spoil the 

 other. 



How then should the primary teacher teach the nature-stud>^ 

 suggested by the reading material? Space limits will allow only a 

 few brief illustrations. 



1. The children are to read about the squirrel and nuts 

 and acorns. Many children have fed squirrels and can tell 

 about their experiences. Have any seen squirrels nests' 

 ♦ N. S. Rev. Dec. 1918 



