STUDYING NATURE IN THE GRADES 23 



an object may simply be shown to the children, and a 

 story, anecdote, or poem read or told by the teacher about 

 it. Such informal methods are interesting variations of 

 the usual method of presentation. In general, however, 

 the half informal, conversational development method is better 

 — the pupil as well as the teacher asking questions. As the 

 children grow stronger the teacher should tell less and ask 

 more. She should direct observation along more definite lines, 

 and see more to the relations and the unity of the lesson. 



A definite course of instruction, however, requires a little 

 more system and formality, and so does the usual drill work. 

 Hence, where the time can be afforded, and it should be 

 everywhere, daily, semi-weekly, or weekly formal lessons 

 should be given on nature subjects.^ 



In the regular lessons the development plan is generally 

 followed. This method is the application of the rule: 

 " Don't teU a child what he can find out for himself." A lesson 

 should stimulate thought. The teacher by skilful question- 

 ing directs the attention of the child to the facts he can easily 

 observe and then asks him to make his own conclusion. 

 This method, known as the Developxiient Method, is espe- 

 cially suitable for nature-study. In this we have, or should 

 have, the actual object or phenomenon before the pupil. 

 It is true that too many nature lessons, or so-called object 

 lessons, are given without the object present. 



The scientific method of study is: Do not take things for 

 granted, but find out for yourself. This method trains 

 pupils to think for themselves. Too much talking by the 

 teacher allows the pupils' minds to lie idle and passive. 

 Exercise strengthens them. 



1 See page 397 for course of study. 



