OF NATURE STUDY, — ^5 



Method of Nature Study. 



"/I method is derived from a principle." — HARRIS. 



After so iniicli has been s;iid alxnit tlie i)iim.:ii)le of constructive activity and 

 its action upon environment, tliere is little to he said on the question of method, 

 except to show the practical application of the principle to each sta;<e of child 

 life. It is evident that our method must vary in these three stages. In each 

 stage we have to consider : (i) the matter of study and how to obtain it ; (2) the 

 teacher's work ; (3) the pupil's vvoik. • 



In the first stage the matter of nature study is that with. which the pupil can 

 and does come in contact. Tlie immediate environment of the child is the field 

 of study. The extent of the analysis of the matter studied will be determined as 

 heretofore stated by the child's power of synthesis. How shall this matter be 

 obtained ? In this primary stage we cannot depend to an\- gieat extent upon 

 the pupil's ability to collect, unless under the direct supervision oi tlie teacher. 

 Consequently, teacher and pupils must make excursions together. But frequent 

 excursions aie impraiticahK', if not impossible, and as we cfinnot take children 

 to nature, we must bring nature to the children. The remarks which follow con- 

 cerning school gardens, etc., are applicable to all three stages of child-lite. 



A part of the school yard must be set apart for llie reception of plants of 

 diPferenl kinds. The limit of the kinds of plants will be determined by the extent 

 of the garden space, and by the nature of the soil, and the jiossibilty of varying 

 the conditions. If one part can be kept shady, another sunny, another damp ; if 

 one part is loamy soil, another sandy, another reeky, we can successlully cultivate 

 all varieties of plants, which, ordinarily, wouKI not be found within a radius of 

 many miles. In stocking this garden with root stocks, bulbs and small trees ; in 

 planting seeds, and i-i caring for all, the most important facts about plants will 

 be learned. While a school garden will furnish material lor the study of plants 

 and will bring within reach the insects and birds whicii constantly visit them, it 

 is necessary to have some more limited s[iace in which living animals and plants 

 may be brought into the class-room. There should be a cage, in which rabbits, 

 squirrels, birds, etc., can be kept for a few days, observed, and then set free 

 again. 



A " terrarium " for a class-room is an essential part ofa museum equipment, 

 and may be stocked from time to time with the proper food plants of the insects 

 which are to be studied. A few young cabbage plants on which the eggs of the 

 cabbage butterfly have been laid ; a young potato plant with the eggs of the 

 Colorado beetle, "potato bug;" a carrot, with the eggs of the Eastern swallow 

 tail ; all may be used to stock the terrarium and furnish matter for nature study, 

 for weeks, at the proper season. Small animals, e. g., toad, mud-turtle, may be 

 kept in the terrarium and their habits observed, especially their burrowing when 

 cold weather comes on. A small terrarium may be arranged to open to the outer 



