MICHIGAN ACADEMY OF SCIENCE. 
157 
work, to the exclusion of the more vigorous study of Natural History, I fear 
that much would be lost to the student that would be of value to him after 
preparatory school days are over. 
If there is any business or walk of life where keen observation and the 
interpretation of phenomena and situations about one are not of very great 
importance, I fail to know where it is. Moreover, if there are any phases 
of Biology that can better develop these attainments in students than a suit- 
able, vigorous presentation of Natural History I certainly fail to know what 
it is. 
So much for the desirability of the approach to Botany and Zoology thru 
the gateway of modern Natural History. Now a brief summary of some 
definite ways to create a deeper interest in the Natural History side. 
The class field trip is one of the first ways to suggest itself. 
This does not refer to turning a class loose to browse unrestrained or un- 
directed in the field. Nor to the “sheep and shepherd” plan where the 
teacher leads and the pupils follow — somewhere behind, or where the one in 
charge occasionally rallies the pupils about him and attempts to talk when 
the others are not — or more frequently when they are. Such trips avail 
little — more often, in fact, belittle the subject. 
If each pupil works independently with his outline guide of questions 
and problems he is expected to work out — this outline being given out on 
the day before, together with a brief introductory statement as to the pur- 
pose of the trip — and if all understand, moreover, that such an out-of-door 
exercise is a very important part of the course and counts accordingly, some 
definite work in the field can be depended on. In the “round-up” the next 
recitation period the various points of interest are discussed and results 
compared ; and it is then easy to tell what the different pupils have actually 
accomplished. The concluding part is the final “write-up,” which is then 
handed in as a regular exercise. Such trips afield, if rightly conducted, not 
only mean much to the student but offer some of the choicest opportunities 
to the active teacher to come in helpful contact with his student friends. 
But class field trips, helpful as they may be, are only one of several ways 
to interest and train the pupil in the live side of the subject. Individual trips 
afield are stimulated in no small degree by the keeping of nature calendars 
on which are credited to the pupils making same the earliest observations (and 
date) of flowers in botany — or of birds, insects, or other animals in zoology. 
The ambitious pupil is anxious to get as many “ first records ” to his credit as 
possible, and hence is naturally led to spend more time in the field than 
he would otherwise do. Much, moreover, can be taught from the material 
thus brought in and the questions asked. From a trial of these nature 
calendars for four years I am more and more convinced of their value if 
carefully conducted. An exchange of lists with other schools — especially 
those to the north or south, often prove very instructive and creates a good- 
natured school rivalry which stimulates even greater efforts in the field. 
To eliminate errors so far as possible, the keeping of such records needs to 
be under the careful supervision of the teacher in charge. 
A local collection of weeds, grasses, butterflies, beetles or other forms 
can be made very helpful, if encouraged and directed by a teacher who himself 
has made a careful study of the biota of the region. Such a Natural History 
collection, if properly encouraged and cared for, may become of considerable 
local value. 
Local field problems, suited to the ability of the various pupils, may be 
