. Handbook of nature-study for teachers and parents, based on the Cornell nature-study leaflets. Nature study. Hmidbook of Nature-Study USES OF PICTURES, CHARTS AND BLACKBOARD DRAWINGS ICTURES alone should never be used as the subjects for nature-study lessons, but they may be of great use in illustrating and illuminating a lesson. Books well illus- trated are more readily comprehended by the child and -^^^ are often very helpful to him, especially after his interest ^-Zji^'^S' jn the subject is thoroughly aroused. If charts are used to illustrate the lesson, the child is likely to be misled b
. Handbook of nature-study for teachers and parents, based on the Cornell nature-study leaflets. Nature study. Hmidbook of Nature-Study USES OF PICTURES, CHARTS AND BLACKBOARD DRAWINGS ICTURES alone should never be used as the subjects for nature-study lessons, but they may be of great use in illustrating and illuminating a lesson. Books well illus- trated are more readily comprehended by the child and -^^^ are often very helpful to him, especially after his interest ^-Zji^'^S' jn the subject is thoroughly aroused. If charts are used to illustrate the lesson, the child is likely to be misled by the size of the drawing, which is also the case in blackboard pictures. However, this error may be avoided by fixing the attention of the pupil on the object first. If the pupils are studying the ladybird and have it in their hands, the teacher may use a diagram representing the beetle as a foot long and it will still convey the idea accurately; but if she begins with the pict- ure, she probably can never convince the children that the picture has anything to do with the insect. In making blackboard drawings illustrative of the lesson, it is best, if possible, to have one of the pupils do the drawing in the presence of the class; or, if the teacher does the drawing, she should hold the object in her hand while doing it and look at it often so that the children may see that she is trying to represent it accurately. Taking everything into consideration, however, nature-study charts and blackboard drawings are of little use to the nature-study teacher. THE USES OF SCIENTIFIC NAMES ^ISQUIETING problems relative to scientific nomenclature always confront the teacher of nature-study My own practice has been to use the popular names of species, except in cases where confusion might ensue, and to use the scientific names for anatomical parts. However, this matter is of little importance if the teacher bears in mind that the purpose of nature-study is to know the subject under obser-
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