24 



Handbook of N ature-Study 



HOW TO USE THIS BOOK 



IRST and indispensably, the teacher should have at 

 hand the subject of the lesson. She should make 

 herself familiar with the points covered by the 

 questions and read the story before giving the lesson. 

 If she does not have the time to go over the observa- 

 tions suggested, before giving the lesson, she should 

 take up the questions with the pupils as a joint 

 investigation, and be boon companion in discover- 

 ing the story. 



The story should not be read to the pupils. It is given as an assistance 

 to the teacher, and is not meant for direct information to the pupils. If 

 the teacher knows a fact in nature's realm, she is then in a position to lead 

 her pupils to discover this fact for themselves. 



Make the lesson an investigation and make the pupils feel that they 

 are investigators. To tell the story to begin with, inevitably spoils this 

 attitude and quenches interest. 



The "leading thought" embodies some of the points which should be 

 in the teacher's mind while giving the lesson; it should not be read or 

 declared to the pupils. 



The outlines for observations herein given, by no means cover all of 

 the observations possible; they are meant to suggest to the teacher 

 observations of her own, rather than to be followed slavishly. 



The suggestions for observations have been given in the form of ques- 

 tions, merely for the sake of saving space. The direct questioning 

 method, if not employed with discretion, becomes tiresome to both pupil 

 and teacher. If the questions do not inspire the child to investigate, they 

 are useless. To grind out answers to questions about any natural object 

 is not nature-study, it is simply "grind," a form of mental activity which 

 is of much greater use when applied to spelling or the multipHcation table 

 than to the study of nature. The best teacher will cover the points 

 suggested for observations with few direct questions. To those who 

 find the questions inadequate I will say that, although I have used 

 these outlines once, I am sure I should never be able to use them again 

 without making changes. 



The topics chosen for these lessons may not be the most practical nor 

 the most interesting nor the most enlightening that are to be found ; they 

 are simply those subjects which I have used in my classes, because we 

 happened^o find them at hand the mornings the lessons were given. 



While an earnest attempt has been made to make the information in 

 this book accurate, it is to be expected and to be hoped that many dis- 

 crepancies will be found by those who follow the lessons. No two ani- 

 mals or plants are just alike, and no two people see things exactly the 

 same way. The chief aim of this volume is to encourage investigation 

 rather than to give information. Therefore, if mistakes are found, the 

 object of the book will have been accompHshed, and the author will feel 

 deeply gratified. If the teacher finds that the observations made by her 

 and her pupils, do not agree with the statements in the book, I earnestly 

 enjoin upon her to trust to her own eyes rather than to any book. 



No teacher is expected to teach all the lessons in this book. A wide 

 range of subjects is given, so that congenial choice may be made. 



