INTBODUGTION XV 



means that the instruction begin with the commonest 

 things, with those which are actually a part of the 

 pupil's life. 



2. The pupil must feel that the work is his, and 

 that he is the investigator. 



3. Little should be attempted at a time. One thought 

 or one suggestion may be enough for one day. The 

 suggestion that insects have six legs is sufficient for one 

 lesson. We obscure the importance of common things 

 by cramming the mind with facts. When the pupil is 

 taught to take systematic notes upon what the teacher 

 says, it is doubtful if the lesson is worth the while, as 

 nature -study. The pupil cannot be pushed into sympa- 

 thy with nature. 



4. The less rigid the system of teaching and the 

 fewer the set tasks, the more spontaneous and, there- 

 fore, the better, is the result. A codified system of 

 examinations will choke the life out of nature-study. 



In this nature-study, it would seem to be unwise to 

 rigidly grade the work, particularly as it is presented in a 

 text -book. The teacher can grade or adapt the mat- 

 ter, — he can fill out the frame- work — as seems best for 

 his pupils and conditions. The work must be consecu- 

 tive, however, if it is to find a definite place in schools. 

 That is, some general plan or scheme must be laid out ; 

 and in this direction it is hoped that this book of 

 suggestions may be helpful. The first object of the book 

 is to suggest methods, not to present facts. The liberal 



