all unsanitary conditions such as piles of stable manure and other filth where flies breed, and stagnant pools harboring mosquito larvae. An accompanying explanation indicates the remedial work to be done in order to make the region a sanitary place of residence.
The nature map may be made the basis for a knowledge of economics, by showing: (1) the gardens and the value of their products; (2) the utility of common garden animals—like the toad, lizard, and spider—who eat destructive insects; (3) the proper development of the unused ground.
At the general annual exhibition of nature-play, prizes are offered for the best nature map, poster, drawing and photograph, and this recognition of their work encourages the pupils to sketch and photograph from nature.
The collecting instinct of children should be stimulated and directed toward the gathering of insects, rather than birds' eggs, of feathers, flowers, leaves, rocks, soils and other objects which do not rob nature of things beneficial to man. In this manner, each school-room may build up a useful museum of natural history. To promote the zeal of the young naturalists a nature club is organized in each school. A congress of these clubs is held every month, when the Director gives an illustrated lecture upon some topic of current interest. Agassiz's advice, to "study nature, not books," is important above all things, and yet it must be recognized that a knowledge of the records of the observations and investigations of others makes it possible to see and understand nature more clearly. It is useful to have a library in each room, with books and pictures concerning natural history.
The chief thing is to bring the child in contact with nature, and to give him the pleasure and stimulus of original discovery. It is desirable to have excursions into the yard, garden, field and forest whenever possible. While the class may not visit other countries and thus become familiar with foreign animals and plants in their native environment, yet good zoological parks and botanical gardens offer an excellent, although limited, substitute. After learning of the cat, at school and at home, the pupil may profitably see the large cats, like the lion and tiger, in the zoo, or in the wandering menageries. Almost every child has been to the circus and experienced one of the best possible nature excursions. The giraffe, camel and elephant have been so carefully observed that the pupils are able to sketch them. The child should learn why the giraffe has a long neck and spots on his brown fur, how the camel stores up food in his humps and water in the sacs around his first two stomachs, of the varied uses of the remarkable trunk of the elephant and of the animal's high intelligence.
In order to thoroughly understand things that live to-day, the history of the transformation of their race upon the earth must be followed.
