8 



Handbook of Nature-Study 



grasshopper has the hind legs much longer than the others, he wiUmev- 

 itably note that there are two other pairs of legs and he will in the 

 meantime have come into an illuminating comprehension of the reason 

 the insect is called "grasshopper." The child should see definitely and 

 accurately all that is necessary for the recognition of a plant or animal; 

 but in nature-study, the observation of form is for the purpose of better 

 understanding life. In fact, it is form linked with life, the relation of 



'being' 



to "doing." 



NATURE-STUDY IN THE SCHOOLROOM 



ANY subjects for nature-study lessons may be brought 

 into the schoolroom. Whenever it is possible, the pupils 

 should themselves bring the material, as the collecting 

 of it is an important part of the lesson. There should 

 be in the schoolroom conveniences for caring for the 



little prisoners brought in from thefield. The terrarium 

 and breeding cages, of different kinds should be pro- 

 vided for the insects, toads and little mammals. Here they may live 

 in comfort, when given their natural food, while the children observe 

 their interesting ways. The ants' nest, and the observation hive yield 

 fascmating views of the marvelous lives of the insect socialists, while the 

 cheerful prisoner in the bird cage may be made a constant illustration of 

 the adaptations and habits of all birds. The aquaria for fishes, tadpoles 

 and insects afford the opportunity for continuous study of these water 

 creatures and are a never-failing source of interest to the pupils, while 

 the window garden may be made not only an ornament and an aesthetic 

 dehght, but a basis for interesting study of plant growth and development. 

 A^schoolroom thus equipped is a place of delight as well as enlighten- 

 ment to the children. Once, a boy whose luxurious home was filled with 

 all that money could buy and educated tastes select, said of a little nature- 

 study laboratory which was in the unfinished attic of a school building, but 

 which was teeming with life : "I think this is the most beautiful room in 

 the world." 



NATURE-STUDY AND MUSEUM SPECIMENS 



HE matter of museum specimens is another question for 

 the nature-study teacher to solve, and has a direct 

 bearing on an attitude toward taking life. There are 

 many who beheve the stuffed bird or the case of pinned 

 insects have no place in nature-study; and certainly 

 these should not be the chief material. But let us use 

 our common sense; the boy sees a bird in the woods or 

 field and does not know its name ; he seeks the bird in the museum and 

 thus is able to place it and read about it and is stimulated to make other 

 observations concerning it. Wherever the museum is a help to the study 

 of life in the field, it is well and good. Some teachers may give alive les- 

 son from a stuffed specimen, and other teachers may stuff their pupils 

 with facts about a live specimen; of the two, the former is preferable. 



There is no question that making a collection of insects is an 

 efficient way of developing the child's powers of close observation, as wejl 

 as of giving him manual dexterity in handling fragile things. Also it is 

 a false sentiment which attributes to an insect the same agony at being 



