. Handbook of nature-study for teachers and parents, based on the Cornell nature-study leaflets. Nature study. The Teaching of Nature-Study 11 ered for themselves. This story should not be told as a finality or as a complete picture but as a guide and inspiration for further study. Always leave at the end of the story an interrogation mark that will remain ag- gressive and insistent in the child's mind. To illustrate: Once a club of junior naturalists brought me rose leaves injured by the leaf-cutter bee and asked me why the leaves were cut out so regularly. I told them the story of the use ma
. Handbook of nature-study for teachers and parents, based on the Cornell nature-study leaflets. Nature study. The Teaching of Nature-Study 11 ered for themselves. This story should not be told as a finality or as a complete picture but as a guide and inspiration for further study. Always leave at the end of the story an interrogation mark that will remain ag- gressive and insistent in the child's mind. To illustrate: Once a club of junior naturalists brought me rose leaves injured by the leaf-cutter bee and asked me why the leaves were cut out so regularly. I told them the story of the use made by the mother bee of these oval and cir- cular bits of leaves and made the account as vital as I was able; but at the end I said, "I do not know which species of bee cut these leaves. She is living here among us and building her nest with your rose leaves which she is cutting every day almost under your very eyes. Is she then so much more clever than you that you cannot see her nor find her nest?" For two years following this lesson I received letters from mem- bers of this club. Two carpenter bees and their nests were discovered by them and studied before the mysterious leaf-cutter was finally ferreted out. My story had left something interesting for the young naturalists to discover. The children should be impressed with the fact that the nature story is never finished. There is not a weed nor an insect nor a tree so common that the child, by observing carefully, may not see things never yet recorded in scientific books; therefore the supplementary story should be made an inspiration for keener interest and further investi- gation on the part of the pupil. The supplementary story simply thrusts aside some of the obscuring underbrush thus revealing more plainly the path to further knowledge. THE NATURE-STUDY ATTITUDE TOWARD LIFE AND DEATH ERHAPS no greater danger besets the pathway of the nature-study teacher than the question involved in her pupils' attitude towa
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