46 NATURE-STUDY 



graphical, historical or archeological, and literary interest 

 should be likewise cohected and put into the school cabinet, 

 as useful aids in other subjects than nature-study. 



After a museum or collection has been established, let it 

 not be forgotten and left to disuse. An unused, dust-covered 

 collection of specimens represents only so much wasted time 

 and energy. 



If larger museums or collections are accessible, visit them 

 with your classes. Take the children to botanical and 

 zoological gardens and to the menagerie. 



Live Specimens 



Since a live creature is much more interesting than a dead 

 one, try to secure the former for nature-study illustrations. 

 Have the children bring to school their pet birds, squirrels, 

 rabbits, etc. Keep them in the school for a time, and let the 

 children make observations upon their life-habits. Have the 

 pupils bring live insects, toads, frogs, turtles, fishes, and 

 other aquatic animals and keep them in cages or aquaria. 

 The metamorphosis of a caterpillar into a butterfly, the de- 

 velopment of a tadpole into a frog, the hibernation of a toad, 

 the emergence of a dragon-fly from its nymph case, and 

 many other interesting and instructive things can be seen 

 by observing these school-room animals. It is a pleasure to 

 see aquaria with gold or other fish, and other aquatic animals 

 and pretty fresh-water plants in a school-room. They not 

 only vary the ordinary school-room interests, but have a 

 decorative value. Similarly, potted plants in the windows 

 are at the same time beautiful and furnish material for 

 many nature lessons. A canary-bird in the room is sure to 

 add a touch of cheerfulness. 



