SELECTION AND SEQUENCE OF MATERIAL. 297 



similar work previously done by the children, and loca- 

 tion and environment of school. 



As has already been said the general aim of all the 

 work, and the special aim of each lesson, will largely 

 determine the character of the work done. It will also 

 greatly influence the selection of material. 



Assuming that the teacher is striving to develop the 

 higher nature of the children, and to bring them into the 

 best relations with their surroundings, what should she 

 study with them in beginning the work in nature study ? 



We have agreed (see Chapter IV) that the first aim, 

 the first essential in nature study or any other work, 

 is interest. We can find no safer guide than to study 

 the interest of teacher, of child, of parent. 



In beginning work in nature study, it will be found 

 best for teachers to select some line of work in which 

 they themselves are most interested, and with which 

 they are most familiar. If any teacher is particularly 

 interested in birds, she will be most successful in bird 

 study with her pupils. If teachers are fond of flowers, 

 they will be more apt to awaken in the minds of their 

 pupils a similar fondness. If they have a pet cat or 

 squirrel or rabbit, that will make an excellent begin- 

 ning for their work in nature study. They will arouse 

 in their pupils an interest in that in which they are in- 

 terested. This interest, once awakened, will broaden 

 until it includes other parts or phases of nature, and 

 the interest and enthusiasm of the children will react 

 on the teacher and broaden her interest. 



