TYPICAL INSECTS 183 



when the electric-light bugs and ground-beetles swarm 

 around the street lamps, it is an easy matter to gather a 

 large quantity of these insects, which may be extremely use- 

 ful for study in years when the supply is scarce. 



It would be an excellent thing for the teacher to make a 

 hobby of insect study. Let her take up some group like the 

 butterflies, or the beetles, and collect and study them. In time 

 she might become quite an authority on the class selected. 

 Every teacher should have some kind of insect book for such 

 work. Comstock's "Manual," Comstock's "Insect Life," 

 Howard's "Insect Book," Kellogg's "American Insects," 

 Folsom's "Entomology," and Holland's "Butterfly Book" 

 are excellent. 



Insects are fit subjects for study in any grade from the 

 kindergarten up. Naturally, primary children are more inter- 

 ested in the general appearance, color, and habits of insects. 

 Let them study the most common and noticeable insects: 

 Flies, bees, moths, wasps, butterflies, locusts, crickets, June- 

 beetles, fireflies, ants, etc. In higher grades touch more 

 upon points of structure. Develop the structure of the 

 typical insect. Note structural adaptations, such as feet, 

 wings, and mouth parts, modified for special purposes. Note 

 mimicry of shape and color, and point out the reason there- 

 for. Study the metamorphism of insects. The habits should 

 be studied, especially where productive of good or evil. All 

 these things will make the study of insects interesting. Struct- 

 ure studie4 simply by itself is uninteresting. 



In the upper grades, though also to some extent in the 

 lower, insecta should be studied comparatively, and simple 

 relationships made out. The classification should be un- 

 technical. Children should see that locusts, grasshoppers, 



