220 NATURE STUDY. 



uring and representing the width at different points. 

 Having represented the outline of the body, the details 

 and appendages can be added. The teacher's drawing 

 must always be erased to prevent copying, and the chil- 

 dren asked to draw their crayfish in the same way. 



At first pupils should draw only in outline, putting 

 in very few details, as suggested in the drawing of the 

 rabbit in Chapter II. 



Whatever drawings the children make should be as 

 careful and truthful as they are capable of making 

 them. Otherwise the drawing may do more harm than 

 good, tend to strengthen careless habits of observation 

 and expression, and to fix in the child's mind incorrect 

 forms. 



It must be remembered that these drawings must ex- 

 press the ideas of the children, not those of the teacher, 

 and must be examined and criticised from the stand- 

 point of the pupil, not from that of the teacher. They 

 must express the truth as the child sees it, and may be 

 far from artistic. What is very poor from the stand- 

 point of the artist or of the teacher may be very good 

 when looked at through the child's eyes, regarded as 

 the expression of his ideas. 



The relation of drawing to nature study is farther 

 considered in the chapter on expression (Chapter 

 XI). 



In describing structure, scientists use a host of sci- 

 entific or technical terms. How far is it necessary or 

 wise to use them in work with children? This can 

 be largely determined by a consideration of the use or 



