iv Note to the Teacher. 



enough to allow each pupil one specimen. Animals and 

 plants are kept alive in the schoolroom to enable all to 

 study their growth and habits. 



After the material is at hand, the development of a spe- 

 cific lesson is divided (though not formally and rigidly) into 

 five parts. 



I. Morning Talk. The work of the day is begun with a 

 morning talk based either upon one of the natural objects, 

 or upon a geographical topic, according to the season. 



If an animal, a plant, or a stone be the subject of the 

 lesson, pains are taken to see that each child is provided 

 with a specimen. By skillful questioning, statements are 

 drawn from the children concerning the facts the teacher 

 wishes observed. New words are occasionally suggested and 

 written upon the blackboard, and their frequent use is re- 

 quired throughout the lesson. In studying objects, it has, 

 of course, been found advisable to consider them as belong- 

 ing to some great family, making comparisons, and finding 

 resemblances and differences. Children readily find this 

 family element in all things studied. 



II. Drawing. The observation lesson is followed by a 

 drawing lesson upon the subject studied. The child has 

 already been supplied with the plant, or animal. Each child 

 draws his specimen carefully. It is by no means necessary 

 for the teacher herself to be able to draw in order to get 

 results. Each child is simply required to reproduce with 

 his pencil just what he sees, just as he sees it. Children 

 illustrate their language papers on flowers with water-colors 

 or pencil. Work in free-hand cutting can be given from all 



