64 NATURE-STUDY 



MODELLING: Fruit, vegetables, simple animal forms, 

 flower-pots, etc. Geographical modelling. 



DESIGN: Leaves, flowers, seed-pods, seeds, fruits, birds, 

 simple mammal forms, butterflies, moths, dragon-flies, fish, 

 etc., applied with or without conventionalizing to show rep- 

 etition, alternation, rhythm, and balance in borders, panels, 

 and surfaces. Apply to useful articles. 



CONSTRUCTION: Models of houses, stores, gardens, farm 

 scenes, transportation, primitive life and industry, Indian 

 life, etc. Making bird-houses, windmills, scientific toys, 

 mechanical models, etc. 



Nature-Study and Literature 



There is a great abundance of "Nature Readers." Many 

 of them are of questionable value, being non-adapted, un- 

 scientific, sensational, or trivial. Some are written in a 

 simple narrative style and are designed to impart in- 

 formation. Such are often of much use to the pupil 

 and the teacher. This kind should be found in every 

 school library. Give the pupils books on natural history, 

 hunting, invention, discovery, and travel. Let them read 

 these in the nature lesson, and at home, or in vacant 

 periods. 



Nature books for the lowest grades are written usually in a 

 style supposed to be more pleasing to the little ones. The 

 facts are stated in child language, from the child's point of 

 view, and with surroundings that appeal to the child's tastes 

 and sympathies. 



One style especially is commonly employed in primary 

 readers, namely, that of personification. All kinds of natural 

 objects are given the power of speech and are made to relate 



