and observations thereon; study of representatives of common families of birds, as thrushes, warblers, sparrows; economic values of birds. (See pp. 283–5 and 286–7.)
Aquatic Animals:
Observation exercises upon the habits, movements, and structures, including adaptive features of aquatic animals, as crayfish, mussel, tadpole, etc. (See pp. 285–6.)
Ornamental and experimental Garden Plots:
Experimental plots demonstrating the benefits of seed selection; ornamental plots of flowering perennials and bulbous plants; how to improve the school grounds and the home lawns. (See pp. 270–3 and 263–5.)
Tree Studies:
Comparison of the values of the common varieties of shade trees, how to plant and how to take care of shade trees. (See pp. 280–2.)
The Functions of Plant Organs:
Examination of the organs of common flowers; use of root, flower organs, fruit, and seed. (See pp. 273–8.)
Economic Study of Plants:
Plants of the lawn and garden; weed studies. (See pp. 263–5, 270–3, and 278–9.)
Relation of Soil and Soil Tillage to Farm Crops:
Study of subsoils; capillarity in soils; benefits of crop rotations and mulching; experiments in fertilizing, mulching, depth of planting, and closeness of planting. (See pp. 265–7.)
NATURE STUDY
CHAPTER I
THE AIMS OF NATURE STUDY
Nature Study means primarily the study of natural things and preferably of living things. Like all other subjects, it must justify its position on the school curriculum by proving its power to equip the pupil for the responsibilities of citizenship. That citizen is best prepared for life who lives in most sympathetic and intelligent relation to his environment, and it is the primary aim of Nature Study to maintain the bond of interest which unites the child's life to the objects and phenomena which surround him. To this end it is necessary to adapt the teaching, in matter and method, to the conditions of the child's life, that he may learn to understand the secrets of nature and be the better able to control and utilize the forces of his natural environment.
At all times, the teacher must keep in mind the fact that it is not the quantity of matter taught but the interest aroused and the spirit of investigation fostered, together with carefulness and thoroughness, which are the important ends to be sought. With a mind trained to experiment and stimulated by a glimpse into nature's secrets, the worker finds in his labour a scientific interest that lifts it above drudgery, while, from a fuller understanding of the forces which he must combat or with which he must co-operate, he reaps better rewards for his labours.
The claims of Nature Study to an educative value are based not upon a desire to displace conventional education, but to supplement it, and to lay a foundation for subsequent reading. Constant exercise of the senses strengthens these sources of information and develops alertness, and at the same time the child is kept on familiar ground—the world of realities. It is for these reasons that Nature Study is frequently defined as "The Natural Method of Study". Independent observation and inference should be encouraged to the fullest degree, for one of the most important, though one of the rarer accomplishments of the modern intellect, is to think independently and to avoid the easier mode of accepting the opinions of others. Reading from nature books, the study of pictures, and other such matter, is not Nature Study. These may supplement Nature Study, but must not displace the actual vitalizing contact between the child and natural objects and forces.
It is this contact which is at the basis of clear, definite knowledge; and clearness of thought and a feeling of at-homeness with the subject is conducive to clearness and freedom of expression. The Nature Study lesson should therefore be used as a basis for language lessons.
Undoubtedly one of the most important educative values that can be claimed for Nature Study is its influence in training the pupil to appreciate natural objects and phenomena. This implies the widening and enriching of human interests through nurturing the innate tendency of the child to love the fields and woods and birds; the checking of the selfish and destructive impulses by leading him to see the usefulness of each creature, the harmony of its relation to its environment, and the significance of its every part. Nor is it a mistake to cultivate the more sentimental love of nature which belongs to the artist and the poet. John Ruskin emphasizes this value in these words: "All other efforts are futile unless you have taught the children to love trees and birds and flowers".
GENERAL METHODS IN NATURE STUDY
CONCRETE MATERIAL
It is evident that concrete material must be provided and so distributed that each member of the class will have a direct opportunity to exercise his senses, and, from his observations, to deduce inferences and form judgments. The objects chosen should be mainly from the common things of the locality. The teacher should be guided in the selection by the interests of the pupils, first finding out from them the things upon which they are expending their wonder and inquiry. Trees, field crops, flowers, birds, animals of the parks, woods, or farmyard, all form suitable subjects for study.
TOPICS AND MATERIAL MUST SUIT THE SEASON
The material should be selected not only with reference to locality but also with due regard to season. For example, better Nature Study lessons can be taught on the elm tree of the school grounds than on the giant Douglas fir of British Columbia; and on the oriole whose nest is in the elm tree than on the eagle portrayed in Roberts' animal stories; and it is manifestly unwise to teach lessons on snow in summer, or on flowers and ants in winter.
MATTER MUST BE SUITED TO THE CHILD
For the urban pupil the treatment of the material must be different from that in the case of the pupil of the rural school. Rural school pupils have already formed an extensive acquaintance with many plants and animals which are entirely unknown to the children of the city. The simpler facts which are interesting and instructive to the pupils of the urban classes would prove commonplace and trivial to rural pupils. For example, while it is necessary to show the city child a squirrel that he may learn the size, colour, and general appearance of the animal, the efforts of the pupil of the rural school should be directed to the discovery of the less evident facts of squirrel life.
USE OF THE COMMONPLACE
It must be kept in mind that besides leading the pupils to discover new sources of interest, the teacher should strive to accomplish that which is even
