It is important to observe that very much of the Nature Stud^ 

 ])j the children must be done out of doors, and in the spring and 

 summer, l)ut many of the schools will not be in session at that time , 

 of the year. 



Such of the leaflets therefore as especially relate to spring and 

 summer work on the part of the children should be translated into 

 oral lessons and given by the teachers of such schools during the 

 winter term. It is quite apparent the leaflets can often be used in 

 this way with but few slight changes in phraseology. Thus instead o'f 

 taking the children on an excursion in May to observe spring birds 

 the teachers can re-phrase the leaflet on that subject, and use it as 

 a basis for a conversation with the children, instructing them how to 

 become ^ood observers as they go about and requesting them to report 

 the results of their observations at the beginning of the next term. 

 These oral lessons should bring out, as much as possible, the previous 

 information of the children. 



iSome of the leaflets, however, which seem especially to relate to 

 objects which can ))e observed only in the spring, may serve as models 

 upon which the teacher can construct exercises adapted to use in the 

 fall Ijy substituting suljjccts of study which can be readily found in 

 the later months of the year. 



To emphasize what has already been said in the Letter of Trans- 

 mittal it may l)e repeated that the chief ptirpose of these leatiets is 

 to suggest methods to the teachers rather than to give them informa- 

 tion, and that the most successful results will be obtained when 

 leachers are able to supplement these lessons by those of their own 

 construction. 



JAMRS H. SMART, 

 President Purdue University. 



