42. Final Word.-From lack of space, further lessons must be omitted. However, from those given, outlines can easily be prepared for the study of other animals.

Great care should be taken to have the children understand the provision nature has made for each animal to live its life to the best advantage, that is, the wise adaptation of its structure and habits to suit its environment.

Another point that should always be emphasized is the relation of man to the animal world, and the interdependence of men and the domestic animals.

Interest, exactness of observation, practical knowledge, the growth of humane feelings and a spirit of grateful reverence should be the outcome of all lessons in nature study, and the progress that children make along these lines should be the divining rod by which teachers may measure their success. Work earnestly, systematically, definitely, reverently. Use intelligent, interesting methods. Direct the work, but let the pupils do most of it. Wait patiently for results. 43. General Bibliography.

Colton, B. P., Zoology, Descriptive and Practical, D. C. Heath & Co.., Chicago...

.$1.50

Cooper, Sarah, Animal Life in the Sea and on the Land, Amer

ican Book Company, Chicago.

1.25

Orton, James, Comparative Zoology, American Book Company,
Chicago...

1.80

Packard, A. S., Zoology, Henry Holt & Co., Chicago.

1.50

TEST QUESTIONS

1. Which is the easier for first grade pupils, the study of plants or the study of animals? Why?

2. Why should birds be protected? What can you do to secure an interest in their protection on the part of your pupils?

3. What instructions do children need to enable them to

observe birds carefully? What sort of preparation should the teacher have to enable her to give these instructions?

4. What lessons in character building can be learned from the study of birds? Should such lessons be made prominent? Why?

5. Do you have an aversion for caterpillars and worms? If so, what is the cause of it? How can you overcome this obstacle to your nature study work?

6. What relation should the study of insects bear to the study of plants? What practical lessons that will show their relation can you give?

7. Why is the ant more desirable for study than the fly? Would it be wise to introduce the study of bees into the primary grades? Why?

8. What wild animals are injurious to growing crops? to poultry? Do these animals in any way compensate the farmer for what they destroy?

9. Which would you prefer to have the pupils of primary grades study, the cow or the sheep? Why? What other domestic animals can be studied with profit?

10. What proportion of the term should be given to nature study in the first and second grades? Show how you can relate this work to (a) reading, (b) language, (c) drawing, (d) geography.

LESSON SEVENTEEN

LANGUAGE

1. The Problem Stated.1—When children enter school at five or six years of age, they have learned a large number of spoken words which they use singly or in small groups. However, in the full sense of the word, they have not much oral language, and of written language, none at all.

As to the best means of teaching language to the pupils of the primary grades, hardly two authorities can be found who fully agree.

It must be admitted that the problem is a difficult one to solve, and is made much more so by the unnecessary formality with which a majority of teachers clothe the work. Others fail to get good results because they work without a definite aim and without a clear understanding of what is needed. Their efforts are spasmodic and they reach out in a haphazard way after something of which they have but the vaguest comprehension.

Many of the published works upon language teaching are so made that they point out one avenue of approach, making little or no effort to show other roads just as desirable.

2. The First Step.-The truth that lies at the foundation of all successful language teaching is that language was invented because of the need to express thoughts and emotions and to preserve records for convenient reference.

1 Many directions and plans bearing directly upon the teaching of both oral and written language in the primary grades will be found in Lessons Six, Seven and Eight, devoted to teaching reading, and the student is urged to review these lessons in connection with the study of this one.