a prospective teacher certain principles of method, whicli if applied Will contribute much to 

 her immediate success in the school-room. The writer has seen the value of method strikingly 

 shown by a most enthusiastic women teacher of swinimittg, an art in which theory is supposed 

 to count for but little. This woman teaches people in from one to two hours to swim and 

 withoutgoing near the water. In presenting the following body of principles an effort is made to 

 have the reader understand the reason 1 for each, so that none of them is to be blindly followed. 



1. The Nature topics should connect themselves more or less closely with the season, in 

 order that the material may be available and to insure the greater interest of the child. A few 

 topics that are eqnally seasonable at all times may well be reserved for winter work, when 

 seasonable Nature topics are less plentiful than in the spring and fall. 



2. The work should be largely upon well selected types, which should be familiar and 

 should come from the immediate environment of the school. The advantage of this method 

 of study is that when this type is understood, there is also understood in a general way, all the 

 other forms for which this type stands. Comparison of other forms should be tnade with the: 

 type, making abundant use of pictures, and the foreign forms thus understood through the 

 home representatives. 



3. As far as is practicable begin with the living forms, in their natural environment. 

 This will ensure that the whole is first presented to the child, instead of some part, and that 

 its relation to its environment has been observed. In many cases the forms may be transferred 

 to the school-room for more complete observation, study and care. 



4. Ideally the material studied by each pupil should have been collected by himself, 

 since this intensifies the interest and takes the child into its natural environment. In the 

 case of certain types of plants they should have been grown by the child, either at school or 

 at home, because this adds to the interest, knowledge and sympathy of the child for the plant. 

 In the case of the city schools this principle will need to be violated often, but the teacher 

 should understand that much is thereby sacrificed. 



5. Just as far as is practicable every child should have one or more specimens ior 

 individual study, or should perform the experiment. The observations are to be directed by- 

 questions definitely in the mind of the teacher, leading the children to observe the most 

 obvious and general characteristics first and then gradually passing to those most likely to> 

 be overlooked. The ability to observe accurately, completely and according to the natural 

 order is to be slowly and gradually acquired, along with power of continued attention. 

 Freedom should be permitted but much digression avoided. In the lower grades the replies 

 will necessarily be oval, but when the children are old enough to write more originality will 

 be secured if the replies are written. 



6. The work should be of an intensive, rather than an extensive nature, when the stage 

 of advancement of the pupils is fully considered. In studying one form well, rather than 

 many superficially, the child acquires the scientific habit which is of high value. It must be.: 

 remembered, however, by the teacher that the child demands variety, in order to sustain his: 

 interest, and the topic under study must present many different view-points. When the 

 interest of the class begins to flag something is wrong, either with the topic or the teacher,, 

 and if the fault can not be located and remedied a new topic should be found without delay. 



7. In order to secure the desired results the child must be allowed to discover certain 

 things for himself and the teacher should use the necessary self-restraint to avoid telling. 

 Telling the wrong thing and at the wrong time, deadens interest and cheats the child out of 

 his due. I rarely see a Nature lesson given that I do not long for an electric muzzle attached 

 to the teacher's jaw and operated by a push-button. The time does come for telling, 

 however, when for lack of time to be devoted to the subject, or from the nature of the 

 question, the children have done all that can be expected of them. Here is the legitimate 

 place for pictures, stories, anecdotes, nature- readers and the small amount of lecturing that is 

 permissible. 



8. Do not make the mistake of teaching what the children already know, but begin whtre 

 the average knowledge of the class ceases. Proceed slowly and step by step. Avoid boo. 

 technical terms and teach names only as they are needed. Reasons and explanations shottld- 

 be sparingly demanded of the younger children. Avoid too much or too early generalization^. 

 Do not ask questions that children can not possibly be expected to answer. 



36 



