. Handbook of nature-study for teachers and parents, based on the Cornell nature-study leaflets. Nature study. The Teaching of Nature-Study 7 THE LENGTH OF THE LESSON ^HE nature-study lesson should be short and sharp and may vary from ten minutes to a half hour in length. There should be no dawdling; if it is an observation lesson, only a few points should be noted and the meaning for the ob- servations made clear. If an outline be suggested for field observation, it should be given in an inspiring man- ner which shall make each pupil anxious to see and read the truth for himself. The nature s
. Handbook of nature-study for teachers and parents, based on the Cornell nature-study leaflets. Nature study. The Teaching of Nature-Study 7 THE LENGTH OF THE LESSON ^HE nature-study lesson should be short and sharp and may vary from ten minutes to a half hour in length. There should be no dawdling; if it is an observation lesson, only a few points should be noted and the meaning for the ob- servations made clear. If an outline be suggested for field observation, it should be given in an inspiring man- ner which shall make each pupil anxious to see and read the truth for himself. The nature story when properly read is never finished; it is always at an interesting point, "continued in our ; The teacher may judge as to her own progress in nature-study by the length of time she is glad to spend in reading from nature's book what is therein written. As she progresses, she finds those hours spent in study- ing nature speed faster, until a day thus spent seems but an hour. The author can think of nothing she would so gladly do as to spend days and months with the birds, bees and flowers with no obligation for telling what she shotdd see. There is more than mere information in hours thus spent. Lowell describes them well when he says: "Those old days when the balancing of a yellow butterfly o'er a thistle bloom Was spiritual food and lodging for the whole ; THE NATURE-STUDY LESSON ALWAYS NEW A nature-study lesson should not be repeated unless the pupils demand it. It should be done so well the first time that there is no need of repetition, because it has thus become a part of the child's conscious- ness. The repetition of the same lesson in different grades was, to begin with, a hopeless incubus upon nature-study. One disgusted boy declared, "Darn germination! I had it in the primary and last year and now I am having it again. I know all about ; The boy's attitude was a just one; but if there had been revealed to
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