446 NATURE STUDY. 



Step IV. Closing thought. May not the story of Kep- 

 ler's great words, adapted to the little folks, help to im- 

 press the thought, the great " why." When, after giving 

 his life to the study of the heavens, he discovered the plan 

 of the solar system, he exclaimed : " I thank Thee, O God, 

 that Thou dost let me think Thy thoughts after Thee." 

 Isn't that one great aim and privilege in nature study ? 



LESSON IV. GENERAL STRUCTURE AND PLAN. 



Aim. To leave with children a definite idea of the plan 

 and main parts of the grasshopper, as a foundation for 

 study of, and comparison with, other animals. 



Step I. Blackboard drawing by teacher. 



Teacher should draw, at direction of children, an outline 

 of the grasshopper, side view, showing three parts of body, 

 segments of abdomen, wings, three pairs of legs, feelers, 

 and large eyes. The teacher should take pains to show 

 children how she draws. The process is more important 

 than the resulting picture. 



Step II. Drawing by children. Cover drawing on black- 

 board, and have children draw grasshopper as large as pos- 

 sible. Emphasize idea that each must draw, from the 

 grasshopper, exactly what he sees. Have insects where all 

 can look at them while drawing. 



Let children select best, that is, most truthful drawings, 

 and tell wherein they are best. 



Step III. Parts of grasshopper. With the large blac^:- 

 board drawings and the grasshoppers before the children, 

 bring out the plan of the grasshopper's body ; that it has 

 three parts to the body, head, thorax, and abdomen (give 

 the children the terms ) ; that it has three pairs of legs, and 

 has wings on the thorax, and that its hind legs are larger 

 than the others ; that its head has a mouth with jaws, two 



