INTRODUCTION. IX 



as possible from a few typical forms ; this will give a better 

 view of the animal kingdom than reading many books con- 

 cerning many animals. 



Take the study of the grasshopper as an example. The 

 first day put the specimens into the hands of the pupil, or, 

 better, have him bring his own specimens ; with the aid of 

 his dissecting guide he studies the whole hour; the teacher 

 goes about, helping those who need, giving directions as to 

 use of instruments, etc. Notes and drawings should be 

 made in a scratch-book ; many a pupil says, " I cannot 

 draw"; ask him to do his best; praise his work if you can; 

 suggest how he can do better. The next day question the 

 pupils on what they have seen ; perhaps half the hour, or 

 less, will serve to bring out what has been discovered on 

 the preceding clay. As soon as what has been seen is brought 

 out, go on with the study of the specimens. 



After questioning on all the work, call for carefully made 

 drawings and descriptions in a permanent note-book. A 

 systematic arrangement of these notes should be insisted 

 on ; but each pupil should be allowed to follow his own 

 plan as far as possible : encourage individuality. 



The name of the study, and of the pupil, should be on a 

 white card, or paper, pasted on the outside of the cover. 

 An index of the notes should be made, as the work pro- 

 gresses, on the inside of the back cover. 



If a rubber band be slipped over the front cover and 

 the pages already examined, much time will be saved in 

 looking over the books, as they are handed in from time to 

 time. 



Urge the pupils to do as much as they will to procure 

 specimens for class work, but have in reserve a good sup- 

 ply of material. The school should have a supply of alco- 



