How to Use This Book

IRST and indispensably, the teacher should have at hand the subject of the lesson. She should make herself familiar with the points covered by the questions and read the story before giving the lesson. If she does not have the time to go over the observations suggested, before giving the lesson, she should take up the questions with the pupils as a joint investigation, and be boon companion in discovering the story.

The story should not be read to the pupils. It is given as an assistance to the teacher, and is not meant for direct information to the pupils. If the teacher knows a fact in nature’s realm, she is then in a position to lead her pupils to discover this fact for themselves.

Make the lesson an investigation and make the pupils feel that they are investigators. To tell the story to begin with, inevitably spoils this attitude and quenches interest.

The “leading thought” embodies some of the points which should be in the teacher’s mind while giving the lesson; it should not be read or declared to the pupils.

The outlines for observations herein given, by no means cover all of the observations possible; they are meant to suggest to the teacher observations of her own, rather than to be followed slavishly.

The suggestions for observations have been given in the form of questions, merely for the sake of saving space. The direct questioning method, if not employed with discretion, becomes tiresome to both pupil and teacher. If the questions do not inspire the child to investigate, they are useless. To grind out answers to questions about any natural object is not nature-study, it is simply “grind,” a form of mental activity which is of much greater use when applied to spelling or the multiplication table than to the study of nature. The best teacher will cover the points suggested for observations with few direct questions. To those who find the questions inadequate I will say that, although I have used these outlines once, I am sure I should never be able to use them again without making changes.

The topics chosen for these lessons may not be the most practical nor the most interesting nor the most enlightening that are to be found; they are simply those subjects which I have used in my classes, because we happened to find them at hand the mornings the lessons were given.

While an earnest attempt has been made to make the information in this book accurate, it is to be expected and to be hoped that many discrepancies will be found by those who follow the lessons. No two animals or plants are just alike, and no two people see things exactly the same way. The chief aim of this volume is to encourage investigation rather than to give information. Therefore, if mistakes are found, the object of the book will have been accomplished, and the author will feel deeply gratified. If the teacher finds that the observations made by her and her pupils, do not agree with the statements in the book, I earnestly enjoin upon her to trust to her own eyes rather than to any book.

No teacher is expected to teach all the lessons in this book. A wide range of subjects is given, so that congenial choice may be made.