Each leaflet is merely a suggestion as to how certain familiar objects 

 may be successfully and profitably used in this work. No one of these 

 leaflets is a complete statement of all the truth known concerning the 

 subject treated. They should therefore be regarded by the teacher 

 merely as suggestions^ indicating how such material may be used. 

 Large numbers of similar exercises upon subjects suggested by the 

 teacher, or, better still, by the pupils, should be introduced at every 

 point. The real value of these leaflets will be found to lie in the 

 method of treatment and interpretation, not in the detailed exercises 

 with which each one closes. 



It should be remembered that the primary purpose of nature work 

 is to cultivate habits of accurate observation. It is evident that in 

 young children the perceptive powers are most keenly alive. Every- 

 thing is novel and interesting to them, and the purpose should be to 

 direct this interest in such a way as to bring to them added knowledge 

 and become a mental habit. The objects used in nature work should 

 be those objects which surround the child, and so these leaflets treat of 

 familiar things which can be readily observed in almost any region. 



Children love to do things. As they watch the processes of nature 

 about them they see various changes brought about by varying condi- 

 tions. These are usually so complex in nature as not to be of ready 

 interpretation. So far as the subjects admit, there is added to each 

 leaflet suggested experimental work which is within the grasp of the 

 pupils and which may serve to enforce the facts observed. These ex- 

 periments should as a rule be conducted by the pupil, although the 

 teacher should see that the required conditions are met. These ex- 

 periments may be advantageously extended in ways self -suggestive to 

 the live teacher, if care be taken that conditions are not too compli- 

 cated for ready comprehension. 



While it may be necessary for the teacher occasionally to secure suit- 

 able material for the demonstration of a specific point, the children 

 should from the first be taught to provide their own material. It is 

 fairly easy to have suitable material provided by showing an example 

 of such object. If for example material illustrating the opposite 

 arrangement of leaves upon the stem, with the successive pairs of 

 leaves in different planes is desired, a twig of maple could be shown 

 and the children asked to bring in branches in which the leaves were 

 arranged in the same manner. Nothing should be said as to the char- 

 acter of the arrangement, the eye of the pupil being the sole guide 

 as to the material to be collected. It is plain that a similar method 

 might be employed in almost any form of work undertaken. If chil- 

 dren collect their own material they will develop habits of accurate 



