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TENTH REPORT. 
assigned, with good results, as individual problems; but to do this successfully 
the teacher must know his region thoroughly. 
Next to the study of the things themselves in the field comes the “indoor 
field work,” based upon stereographs, the stereopticon, and the best obtain- 
able photographs and pictures. Excellent work may be done with all of these ; 
and it is especially fortunate if there are in such collections a large number 
of local subjects. Short “indoor trips” with these can be taken where the 
material to be studied out of doors is not sufficient to warrant the time for 
a regular trip in the field. 
Occasional written or oral, reports upon assigned topics, based on the best 
available library references, can be made extremely helpful by a live teacher, 
not only in imparting useful information, but in stimulating interest and 
thought as well. 
A study of the local trees and shrubs in Botany is always interesting and 
helpful, and will not only do a great deal to teach pupils to observe, but offers 
one of the best ways to stimulate an interest in the local' flora which will not 
end with high school days. 
The study of birds afield by the pupils is quite as effective, in its way, in 
the zoology course. Although a teacher of Botany, I quite agree with Prof. 
Hankinson, of the Charleston, 111., Normal who says: “I have never yet 
known a person to give up bird study when he had begun it with any degree 
of earnestness, and when conditions were favorable for its pursuance.” That 
it is not difficult to interest high school students in bird study I know from 
my two large volunteer classes, where 70-80 are enrolled for the study of 
local birds, for which no school credit whatever is given. The increasing- 
attendance and the interest shown have both been very gratifying. 
A trip afield to study either birds or trees can scarcely be made without 
learning much of interest and value in addition to the particular object of 
observation sought. 
Further, I do not believe that any boy or girl can become acquainted with 
the great out-of-door Nature world without receiving a refining influence 
as well as a strong uplift morally. Many more boys would, I believe, go 
thru school and really do something if they could be interested in the out-of- 
door study of birds and plants before they reach the hang-around-the-corner 
period. 
What a world-wide difference, for younger boys, between the influence 
of bird songs and voices of the woods, and the smutty prattle of the street 
corner — to say nothing of the physical value of the tramps afield. If we, as 
earnest teachers, are interested in our boys and can help them by interesting 
them in Natural History, is it not then most emphatically worth while to 
emphasize the Natural History side of our subjects? 
In conclusion, I wish to urge again the belief that the main purpose of 
the secondary school courses in botany and zoology should be to give the 
student a deeper and more intelligent interest in the biota of his region, and 
a greater desire and ability to interpret the natural phenomena of same ; and 
that this end is secured most effectively thru the gateway of modern Natural 
History. That the student thus finds a keener delight in his introductory 
biological studies; and not only secures much valuable training and useful 
knowledge for later years, but is also getting something that, in many cases, 
he will find much pleasure in pursuing as a recreation or avocation, long 
after his secondary school days are over. 
Received for publication, April 4, 1908. 
