22 NATURE-STUDY 



them as texts in nature lessons. In these informal lessons let 

 the pupils talk as much as they can or will about the object. 



In the primary grades the nature material is chiefly studied 

 from a different motive than in the higher. Here its main 

 purpose is to develop expression and to cultivate the observ- 

 ing powers. Oral and written language and art are largely 

 taught with it. The informational side is mainly iden- 

 tiiication and getting introduced to nature. Structural 

 details and functions should be minimized, though not en- 

 tirely omitted. For these reasons the method of presenting 

 nature lessons in these grades is much more informal than in 

 upper grades. It is more conversational, and more sponta- 

 neous or unsoHcited expression is expected from the children. 

 Let them tell in their own way what they see or know about 

 the object. Habits and uses appeal more to the little children 

 than descriptions of structure and appearance. And, yet, 

 enough for identification should be done with these. 



As the children are allqwed more freedom to express them- 

 selves, the plan of a lesson should not be so systematically 

 carried out as would be the case in higher grades. The 

 teacher will have to be governed largely by the turn taken 

 by the interests of the children. Stifl, there can be consider- 

 able guidance in the observations, by asking questions or 

 showing points. As the children get older more system can 

 be demanded. Frec^uently things need not be studied with 

 any formality whatever. Children gain a good deal by just 

 looking at a fish in an aquarium, or a butterfly on a flower, 

 without any directions or questions from the teacher. Many 

 things on a field-trip may thus be observed in this very in- 

 formal manner. Perhaps this is especially good where the 

 beauty of nature is the chief item of interest. Sometimes 



