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IWature Stu6^ (Tourse 
 
 3for 6ra&et) Schools 
 
 ©lUlettn of the 
 
 flDissouri State flormal School 
 
 Cbirh district 
 
 VoL. 5 JANUARY, 1905 No. 3 
 
 Published by the Missouri State Normal School, Third District. 
 
 Issued January, March, June, October and December. 
 
 Entered at the Post Oflace at Cape Girardeau, Mo., as second-class matter. 
 Press of the Cross Printing Co,, Cape Girardeau. 
 
INTRODUCTION 
 
 Probably no other subject which has received the ap- 
 proval of educators, and which offers such attraction to the 
 student, has been so slow to find entrance into the school cur- 
 riculum as Nature Study. Although courses of study provide 
 for it, and many books have been written about it, the fact 
 remains that in a large majority of the schools no Nature Study 
 work is attempted, or if attempted, is but poorly done. It is 
 no criticism of the teachers to say that the reason for this is 
 because they themselves do not know what to do. The thor- 
 ough preparation of teachers can come only with time. Un- 
 doubtedly the best preparation consists in a knowledge of the 
 natural sciences, but it does not follow that excellent results 
 may not be obtained where teachers have had no opportunities 
 for such studies in school. Probably nothing has so handi- 
 capped teachers of Nature Study as want of a definite plan. 
 In a subject presenting so many phases, and a field so exten- 
 sive, it follows that the absence of definiteness in the work, 
 even among well prepared teachers, will result in a more or 
 less chaotic state of affairs. An outline may, therefore, serve 
 a good purpose, but only in so far as it does not interfere with 
 the individuality of the teacher. It should be remembered 
 that plans are merely suggestive. It should be remembered, 
 furthermore, that Nature Study teachers are themselves not 
 agreed as to. just what should be attempted, and when and 
 how it should be done. For an elaboration of the suggested 
 topics in this course, teachers are referred to the extensive 
 literature on the subject. Having in mind the difficulty of 
 securing books in many schools, and the large amount of 
 worthless so-called Nature Study literature, an effort has been 
 made to include in the bibliography only such books as will 
 be of direct value to teachers, and only such books as are un- 
 questionably suitable for children. At the risk of incurring 
 the disfavor of a large number of devotees of Nature Study, 
 two classes of books have been omitted from the bibliography 
 — those whose scientific accuracy is open to question, and 
 those in which mythology is injudiciously mixed with elemen- 
 
State Normal School Bullethi 
 
 4 - 
 
 tary science. Unfortunately these classes include the most 
 popular of Nature books. In defense of this discrimination it 
 should be said that the field of good literature, whose scien- 
 tific accuracy is beyond question and whose pedagogy is sound, 
 is so large; and that the facts of nature when properly pre- 
 sented to the child, appeal to him so irresistably as to need no 
 embellishing, that they render both classes, aside from their 
 pernicious influences, of no value. In view of this statement 
 an explanation should probably be made regarding the ap- 
 pearance of the Wood Folk Series in the bibliography. While 
 freely admitting the probable inaccuracy of some of Mr. 
 Long’s conclusions, it does not follow that his observations 
 have necessarily been inaccurate. There are two reasons why 
 his books should have a wide circle of readers among teachers 
 and pupils of mature years. It is certain, however, that the 
 series is not adapted for use in the grades, except, possibly, 
 the highest. These reasons referred to are, first, the author 
 has experienced a wide range of accurate observations, and 
 not being concerned in a matter of comparative psychology, 
 we may well disregard some of his conclusions in view of the 
 facts observed. The second reason is, the author has pre- 
 sented so skillfully and so beautifully the side of the Wood 
 Folk, that the reading of his books arouses a love, and re- 
 spect, and a wholesome regard for living things which alone 
 would make them well worth the while. For, whatever else 
 Nature Study may accomplish, if it does not do this — if it 
 does not teach the child to love and respect all living things, 
 to see that everything has its proper sphere and place, and to 
 so regard life that neither animal nor plant will be sacrificed, 
 except its death serve some useful purpose, it has no excuse 
 for its existence. 
 
 One book on Nature Study, Hodge’s Nature Study and 
 Life^ deserves special mention, and should find a place on the 
 table of every teacher. Written by the head of a university 
 department, himself a thoroughly good naturalist and a lover 
 of children, it constitutes, by far, the most valuable contribu- 
 tion of its kind to Nature Study literature. 
 
 H. I.. A. 
 
Nature Sttidy Course 5 
 
 Outline of Nature Study Course 
 
 FIRST GRADE 
 
 I. Animals. 
 
 Cat and Dog. Chicken and Duck.* 
 
 Cat — 
 
 1. Habits and food. 
 
 2. Structural adaptations. - 
 
 a. Feet, claws, paws. 
 
 b. Eyes, ears. 
 
 c. Fur and hair. 
 
 d. Mouth and teeth. 
 
 3. Value to man in the home; in connection with 
 
 grain raising in certain localities; destruction 
 of birds by the cat. 
 
 4. Relations of the cat. 
 
 Wild cat, tiger, etc. 
 
 Dog— 
 
 1. Uses to man. 
 
 a. Care of sheep and cattle. Shepherd and collie. 
 
 b. Beast of burden. Newfoundland and Eskimo, 
 
 c. Messengers. St. Bernards. 
 
 d. Hunters. Pointers and Setters. 
 
 e. Companions. Love and Fidelity. 
 
 2. How adapted to be of use to man. 
 
 a. In connections with flocks. 
 
 b. As beasts of burden. 
 
 c. As messengers. 
 
 d. As hunters. 
 
 e. As pets and companions. 
 
 Chicken and Duck — 
 
 1. What kind of food does each use? 
 
 2. Compare their mouths and bills. 
 
 3. Compare their feet. For what, particularly, is 
 
 each adapted? 
 
 4. What relation between the character of their food, 
 
 and their bills and feet? 
 
 *Pet cats and dogs may be brought to school. 
 
 Excursion should be made to some nearby pond or barnyard to study fowls. 
 
I 
 
 6 State Normal School Bulletin 
 
 5. How is their body covering adapted to their en- 
 
 vironment? 
 
 6. Uses to man. 
 
 II. Plant Life. (Autumn) 
 
 Garden Work — Study of vegetables planted previous 
 spring — tomatoes, beets, turnips, potatoes, squashes, 
 pumpkins, peas, beans, lettuce, radishes. 
 
 a. Which grow in the ground? Which above the 
 
 ground? 
 
 b. What makes them valuable to man? Does this 
 
 same reason result in any benefit to the plant? 
 How? 
 
 c. Describe their flowers. What becomes of the 
 
 flower when it fades? 
 
 d. Collect seeds of each kind. Where are the 
 
 seeds? Are there many? Will we plant the^ 
 seeds in the spring to raise new plants? If 
 not, what? 
 
 e. Are the plants herbs, vines, or shrubs? Which 
 
 will resist the cold longest, and why? 
 
 Trees — Study the preparation of the trees for winter. 
 
 a. Collect leaves of the oak, maple, and elm in the 
 
 early fall, then again about Nov. 1. Observe 
 characteristic colors of each. 
 
 b. Note the falling of the leaves. Where do they 
 
 become detached? Why do most trees drop 
 their leaves? 
 
 c. Examine buds, preferably of the horse chestnut. 
 
 Tear one to pieces and note the sticky coating 
 on the outside, and the woolly covering of the 
 little leaves. 
 
 d. How is the tree prepared to withstand the wind, 
 
 snow, and ice of winter? 
 
 Spring — Examine buds of the hickory and horse-chest- 
 nut. Watch the parting of the scales and the develop- 
 ment of leaves and flowers from their buds. (Branches 
 bearing buds may be brougnt into the schoolroom late 
 in the winter, the ends of the stems kept in a jar of 
 water, and the development of the buds watched.) 
 
Nature Study Course 
 
 7 
 
 SECOND GRADE 
 
 I. Animals. 
 
 Horse and Cow. 
 
 Horse — 
 
 1. Care and food. 
 
 2. Uses to man. 
 
 3. Abuses — overdriving and overworking. 
 
 4. How a horse should be treated. 
 
 5. Eaws regarding cruelty to animals. 
 
 Cow — 
 
 1. How and what she eats. 
 
 2. What man receives from the cow. 
 
 a. Milk : value as food. 
 
 b. Butter and cheese. 
 
 3. How a milch cow should be cared for. 
 
 4. The care of milk. 
 
 5. Butter and cheese making. 
 
 Birds — Robin, English Sparrow, Bluebird, Woodpecker. 
 
 1. Colors, size, and general appearance. 
 
 2. Why we should try to preserve beautiful and bene- 
 ficial birds. 
 
 Frogs a7id Toads — 
 
 ' 1. Differences in habits, habitat, and food. 
 
 2. Value of the toad to man. 
 
 Insects — Grasshoppers, Crickets, Katydids, Mantids, 
 Walking-sticks, and Cockroaches. 
 
 1. General appearance of each. 
 
 2. Where they live and what they eat. 
 
 3. Insect calendar.* 
 
 *Keep a record on the blackboard of the date when the insect is first dis- 
 covered in the spring: 
 
 Bate 
 
 Name of Insect 
 
 Pupil who first sees one 
 
 April 10 
 
 Grasshopper 
 
 William Smith 
 
8 
 
 State Normal School Bulletin 
 
 II. Plant Life. (Spring) 
 
 Competitive Flower Rearing — Distribute seeds of the dwarf 
 nasturtium to each child, and let him find out for him-, 
 self, by reading or by inquiring the best way to prepare 
 the soil, rear the plant, etc. After a sufficient time 
 have the results brought to school to see who has suc- 
 ceeded in rearing the best plants. 
 
 Garden Work — Study of vegetables. Plant and tend 
 seeds of the pea, bean, corn, tomato, lettuce and radish. 
 Study as in Grade I, adding questions of soil prepar- 
 ation, manner of planting, care, and value. 
 
 Study of Wild Flowers — Buttercup, Spring Beauty, 
 Bluet, Dandelion, Trillium, Violet, Sweet William, and 
 Bloodroot. How to know these, when they bloom, and 
 where they grow. 
 
 Flower Calendar — Prepare a record, as with insects, with 
 date, name of flower, and name of pupil who first finds 
 the flower in the spring. 
 
 Trees — Soft maple, elm, and cottonwood. Learn to iden- 
 tify the flowers, and observe the development of the 
 fruit therefrom. Collect seeds, (all three form their 
 seeds in the spring), and save to propagate. 
 
 Flowerless Plants — Learn to identify two or three common 
 ferns. How do they reproduce? Where do they grow, 
 and under what conditions? 
 
 III. Earth, Sky, and Weather. 
 
 Formation of Soil. 
 
 1. How the rocks decay and are worn away to form 
 
 soil. 
 
 2. What else is in soil besides decayed rock? 
 
 Sky Observations. 
 
 1. Position of the sun; color, size, and general ap- 
 
 pearance at sunrise, sunset, and in the middle of 
 the day. 
 
 2. Rising of the moon, and different phases of the 
 
 moon. 
 
Nature St tidy Course 
 
 9 
 
 Weather Recot^d.'^ 
 
 Beginning in the spring keep a record for several weeks 
 something like the following: 
 
 Date 
 
 Bar. 
 
 Max. Temp. 
 
 Min. Temp. i 
 
 ! 
 
 Condition of Sky. 
 
 Direction of Wind 
 
 Apr 2 
 
 30.75 
 
 72 
 
 59 
 
 Clear 
 
 S W. 
 
 3 
 
 30.05 
 
 76 
 
 65 
 
 Partly Cloudy 
 
 E. 
 
 Garden Work. 
 
 ( Autumn ) Study of vegetables planted preceding spring. 
 
 IV. Hygiene, t 
 
 Simple Lessons in Cleanliness. 
 
 The following are suggested for this grade : 
 
 1. The importance of clean faces and hands. 
 
 2. Not to put the fingers in the mouth. 
 
 3. Not to eat anything someone else has been eating 
 
 of, such as apples, cakes, etc. 
 
 4. Not to rub the eyes with the hands. 
 
 5. Not to spit on the slate, floor or sidewalk, or at all 
 
 unless absolutely necessary. 
 
 6. To turn the head aside when coughing or sneezing. 
 
 7. Not to put the fingers in the nose, or to wet them 
 
 with saliva when turning the pages of a book. 
 
 8. Not to put pencils in the mouth. 
 
 THIRD GRADE. 
 
 I. Animals. 
 
 Sheep and Rabbit. 
 
 Sheep — 
 
 1. General characteristics. 
 
 2. Food. Adaptations of teeth to kind of food. 
 
 *Any record kept continuously becomes monotonous and interest therein 
 fails. It is better to continue weather records for rather brief periods, cover- 
 ing- different seasons in different grades. 
 
 tEvery room in every school should have a health brigade such as the one 
 described in Nature Study and Life. The importance of abandoning- dusters and 
 dry cloths, and the substitution therefor of the wet cloth cannot be overesti- 
 mated. The enforcement of laws of hygiene and sanitation is best accom- 
 plished by enlisting the interest and the assistance therein of the children. 
 
10 
 
 State Norvial School Bulletin 
 
 3. Uses to man. Preparation of wool for the market 
 
 and its conversion into clothing. 
 
 4. Comparison with the cat, dog, horse, cow. 
 
 Rabbit — A pet rabbit should be kept and carefully 
 tended in the schoolroom. 
 
 1. General characteristics. 
 
 2. Its enemies and how it escapes them. 
 
 3. Food. Structural adaptations of teeth. . 
 
 4. The rabbit’s nest, the young rabbits, and how the 
 
 mother cares for them. 
 
 5. Compare the mouths and teeth of cat, dog, horse, 
 
 cow, sheep, and rabbit. 
 
 Birds — Blue-jay, crow, oriole, humming bird, red bird, 
 swift. 
 
 1. General characteristics, color, size, form, plum- 
 
 age, etc. 
 
 2. Habits. Solitary or social. 
 
 3. Mating and nesting. 
 
 a. Site and material for nest. 
 
 b. How the nest is built. 
 
 c. The eggs : how watched and cared for. 
 
 d. The young birds : appearance, food, and how fed. 
 
 e. The development of the young bird : his early 
 
 lessons, and the difficulties and dangers he 
 encounters. 
 
 4. Value to man. 
 
 a. As destroyer of insects. 
 
 b. Aesthetic value. 
 
 Bull frog and frog — 
 
 1. General appearance, size, color, sounds made, etc. 
 
 2. Habitat, habits, and food. 
 
 3. Uses to man. 
 
 Insects — Locust, (short-horned grasshopper), stag beetle, 
 giant water-bug, butterfly, house-fly, cockroach, car- 
 pet beetle. 
 
 By far the most important thing in connection with insect 
 
Nature Study Course 
 
 11 
 
 study is the working out of life-histories by the chil- 
 dren. Larvae of all kinds should be brought into the 
 school -room and carefully tended and watched. For 
 directions tor keeping and feeding larvae see Methods 
 and Materials. 
 
 1. A few prominent external characteristics. 
 
 a. Body divisions, and segmentation. 
 
 b. Number and character of legs. 
 
 c. Number and character of wings. 
 
 d. Eyes, compound. Simple, if any. 
 
 e. Method of breathing. 
 
 2. Food of the larvae; of the adult. 
 
 3. Habitat and habits. 
 
 4. Means of protection and defense; protective re- 
 
 semblance. 
 
 5. Relations to man; useful or harmful? 
 
 II. Plant Life. (Spring) 
 
 Competitive Flower Rearing. — Bachelor’s Button. 
 
 Garden Work — Plant and tend parsnips, beets, lima 
 beans, sweet potatoes, onions. 
 
 Trees — The willows. The different kinds, their flowers, 
 leaves, and general habits. Grow some yellow willows 
 from cuttings. 
 
 {^Autumn) Wild Flowers — Golden rod, oxeye daisy, dog 
 fennel, blue vervain, boneset. Study as in grade II. 
 
 Flower Calendar — 
 
 Trees — The oaks. Learn to identify the different kinds 
 by their leaves and bark. Collect fruits of the different 
 oaks. 
 
 Flowerless Plants — Ferns, horse-tails, and club-mosses. 
 
 1. Learn the names of as many kinds as it is possible 
 
 to find. 
 
 2. Note the conditions of light, soil, and moisture in 
 
 which each grows. 
 
12 
 
 State Normal School Bulletin 
 
 III. Earth, Sky, and Weather. 
 
 Soils. 
 
 1. Kinds. Classify as to relative amounts of sand 
 
 and clay. 
 
 2. Humus. Nature of, how formed, value of, etc. 
 
 3. Water in soils. What soils take up water most 
 
 readily? What soils retain water best? What 
 is the ideal soil relative to the absorption and re- 
 tention of water? 
 
 Sky. 
 
 1. The phenomena of day and night. 
 
 Weather. 
 
 1. The phenomena of rain and hail. 
 
 IV. Hygiene. ' 
 
 The Skin. 
 
 1. How it protects the body. 
 
 2. How it helps to eliminate waste products. 
 
 3. The relation of exercise to the skin. 
 
 4. The relation of clothing to the skin. 
 
 5. The importance of frequent bathing in keeping the 
 
 skin healthy. 
 
 FOURTH GRADE. 
 
 I. Animals. 
 
 Birds — Night-hawk, whippoorwill, phoebe, chickadee, 
 downy -woodpecker, catbird. Study as in grade HI, 
 noting, in addition, more about the habits, food, sea- 
 son of the year, and time of day when seen, and their 
 relations to man. 
 
 Fishes — Goldfish. Keep some goldfish in an aquarium 
 jar in the room. Feed from time to time with prepared 
 food. Observe the manner of taking food, general po- 
 sition in the water, locomotion, uses of different fins, 
 and breathing. Explain in a simple manner the differ- 
 ence between breathing in air and breathing in water. 
 
Nature Study Course 
 
 13 
 
 Frogs and Reptiles — Green frog and wood lizard. 
 
 1. Habits and habitat. 
 
 2. External structural characters. 
 
 3. Compare the two structurally. 
 
 4. Their value as destroyers of insects. 
 
 5. Compare the wood lizard with other lizards. Im- 
 
 press the children with their harmlessness, and 
 explain that lizards are not scorpions. 
 
 Insects — May beetle, squash bug, butterfly, and housefly. 
 
 1. Study as in the preceding grades, noting a few ad- 
 
 ditional structural characters. (See outline for 
 field study of insects under Methods and Materials. 
 
 2. Insect calendar. 
 
 Other A^'thropods — The Crayfish. Have several crayfish 
 brought into the school room and kept for two or three 
 days. Feed them and observe their habits. 
 
 1. How are they adapted to the places wdiere they live? 
 
 2. Means of locomotion. Compare locomotion in 
 
 water and on solids. 
 
 3. Means of protection and defense. 
 
 4. The sense organs. 
 
 5. Principal structural characters. 
 
 a. Body divisions. 
 
 b. Appendages of the cephalothorax : antennae, an - 
 
 tenules, mandibiles, maxillae, maxillipeds, and 
 chelapeds. Uses of each. 
 
 c. Appendages of the abdomen: the swimmerets, 
 
 and caudal fin. Uses of each. 
 
 6. Molting. Observe the process, if possible, and 
 
 compare with metamorphosis in insects. " 
 
 7. The life of the crayfish out of doors. 
 
 8. Relatives of the crayfish; the lobster, crab, and 
 
 sow -bug. 
 
 II. Plant Life. (Autumn) 
 
 Garde?i Work — Study of vegetables planted preceding 
 spring — parsnips, beets, lima beans, sweet potatoes, 
 , onions. 
 
u 
 
 State Normal School Bulletin 
 
 Trees — The walnut and hickory. 
 
 1. General forms, characters of the leaves, wood, and 
 
 bark. 
 
 2. The fruits. 
 
 (Excursions to the woods to gather nuts may be made 
 both pleasant and profitable.) 
 
 Competitive Flower Rearing (Spring) — The Calliopsis. 
 Wild Flowers. Small -flowered buttercup, Solomon’s 
 seal, hepatica, jack-in-the-pulpit, columbine, star- 
 grass. (Discourage the children from plucking 
 the flowers extensively or indiscriminately. Teach 
 them to admire them as nature intended they 
 should grow. Frequently caution against the ruth- 
 less destruction of life.) 
 
 Flower Calendar. 
 
 Trees — The Dogwood and Service -berry. In addition to 
 the study of these as with trees previously studied, ob- 
 serve, especially, the flowers, and later the fruit. 
 
 Flowerless Plants — Liverworts and mosses. 
 
 1. Identify a few common mosses and liverworts. 
 
 2. Collect moss when both generations are present, 
 
 and explain, in a simple manner, alternation of 
 generations in this group. 
 
 III. Earth, Sky,.„and Weather. 
 
 Soil. 
 
 1. Preparation for use. Plowing, harrowing, and 
 
 rolling. 
 
 2. Objects in cultivating the soil. 
 
 3. Effects of cultivation upon the growth of plants. 
 
 4. Effects of cultivation upon the absorbing and re- 
 
 taining of water by the soil. 
 
 Sky — The Solar System. 
 
 1. Explain the general relations of the sun and the 
 
 planets. 
 
 2. Explain the revolution of the earth in its orbit. 
 
Nature Study Co 2 irse 
 
 15 
 
 3. Identify the planets, and compare as to size, and 
 
 distance from the sun. 
 
 4. Study the moon and its relation to the earth. 
 Weather. 
 
 The phenomena of sleet and snow. 
 
 IV. Physiology and Hygiene. 
 
 Respiration. 
 
 1. A brief description of the respiratory organs. 
 
 2. Air. Its composition. How used in respiration. 
 
 3. Proper and improper manners of breathing. Deep 
 
 and superficial breathing. 
 
 4. Care of the respiratory organs. 
 a. By deep breathing. 
 
 h. By breathing through the nose. 
 
 c. By avoiding impure air in poorly ventilated rooms. 
 
 d. By protecting them against exposure to cold. 
 
 e. By exercise in the sunlight and pure air. 
 
 5. Some diseases of the respiratory organs. Their 
 
 causes, nature, and how avoided. 
 a. Tuberculosis. 
 h. Diphtheria. 
 
 c. Pneumonia. 
 
 d. Croup. 
 
 FIFTH GRADE. 
 
 I. Animals. 
 
 Birds — Crackle, martin, sparrow-hawk, chicken -hawk, 
 rice-bird. 
 
 1. Study as in preceding grades. 
 
 2. Compare grain feeding birds with birds of prey. 
 
 3. H<^w do birds not positively harmful make us bet- 
 
 ter and happier? 
 
 Fishes — Perch and catfish. 
 
 1. How and where they live and what they eat. 
 
 2. How they differ from the gold fish and from each 
 
 other. 
 
16 
 
 State Normal School Bulletin 
 
 , Frogs and Reptiles — Leopard frog. Green snake. 
 
 1. Compare the leopard frog with others studied. 
 
 2. Habitat of the green snake. 
 
 3. How adapted to its surrc. undings. . 
 
 a. By color. 
 
 b. By its slender body. 
 
 4. Its food and how he secures it. 
 
 5. Its harmlessness. 
 
 Insects — Searcher beetle, chinch bug, moth, horse-fly, 
 dragon-fly, and bumblebee. Study as in preceding 
 grades and according to the outline for field study. 
 Compare with those previously studied. 
 
 Other Arthropods — Spider, daddy-longlegs, wood-tick, 
 and scorpion. 
 
 1. Study the spider structurally as to body divisions, 
 
 eyes, legs, mouth -parts, and manner of breathing, 
 
 2. The spider’s web. How made and for what use. 
 
 3. The food and habits of the spider. 
 
 4. Compaie with these other arachnids. 
 
 II. Plant Life. (Spring.) 
 
 Competitive I lower Rearing — Mimosa (Sensitive Plant.) 
 
 Garden Work — Plant and tend carrots, rhubarb, aspar- 
 agus, horse-radish, spinach, cabbage, and cucumbers. 
 
 {Autwnn) Study of Wild Flowers and Weeds — Iron -weed, 
 Jamestown weed, dog-fennel, golden -rod, boneset, 
 blue vervain, pig-weed, and thistle. 
 
 1. Their general nature, identification, etc. 
 
 2. Their special adaptations. 
 
 3. How they reproduce. 
 
 ; a. By underground stems. 
 b, By seeds. 
 
 4. Are they annuals or biennials or perennials? 
 
 5. Why do weeds thrive where other plants will not 
 
 grow? 
 
 Flower Cale^idar — 
 
Nature Study Course 
 
 17 
 
 Trees — Beeches and birches. Stud}/ as in preceding 
 grades. 
 
 Flowerless Plants. — The Algae. 
 
 1. Collect pondscum (spirogyra) from some stagnant 
 
 pool, and examine in a white dish or on white 
 paper. 
 
 2. Note the presence of algae aaound cisterns and 
 
 wells, sidewalks, the north sides of houses, 
 fences, and stone walls, on wet mud, and in 
 stagnant and fresh water. 
 
 3. Explain that sea -weeds are algae. 
 
 III. Earth, Sky, and Weather. 
 
 Soil — How to enrich and make fertile. 
 
 1. By proper rotation of crops. 
 
 2. By green manuring. 
 
 3. By fertilizers. 
 
 (Introduce here the subject of nitrogen -fixing bacteria 
 and the plants whose roots they inhabit, manures, and 
 chemical fertilizers.) 
 
 Sky — The Stellar System. 
 
 1. The relation of the stars to the bodies of our solar 
 
 system. 
 
 2. The identification of several important constel- 
 
 lations. 
 
 IV. Physiology and Hygiene. 
 
 Digestion., Nutrition a7id Seci'etion. 
 
 1. The general nature of and organs concerned in 
 
 these processes. 
 
 2. The necessity for food. Various classes of foods — 
 
 proteids, carbohydrates, fats and oils, and min- 
 erals. Value of common food stuffs. 
 
 3. The Digestive process. 
 
 a. Prehension. 
 
 b. Mastication and insalivation. 
 
 c. _ [Deglutition. 
 
18 
 
 State Normal School Bulletin 
 
 d. Chymification (stomach digestion) . 
 
 e. Chylification (intestinal digestion) . 
 
 /. Absorption. 
 
 5. Secretion as related to digestion. 
 
 a. Saliva. 
 
 b. Hydrochloric acid and pepsin. 
 
 c. Pancreatic fluid. 
 
 6. Secretion in general. 
 
 a. General nature of the process. 
 
 b. Illustrations. 
 
 7. Care of the digestive organs. 
 
 a. The teeth. 
 
 b. The stomach. 
 
 In this connection a number of hygienic principles should 
 be taught, as brushing the teeth, visiting the dentist to 
 detect decay, the avoidance of extremes of heat and 
 cold in food and drink, the avoidance of indigestible 
 foods, and probably most important of all the necessity 
 of habits of regularity in emptying the bowels. Un- 
 doubtedly the foundation of most of the constipation 
 and its multitude of resultant diseases is laid in child- 
 hood, and the teacher can confer upon the individual 
 and upon the race no greater benefit, than to develope, 
 as much as possible, in childhood those habits of 
 regularity which if not learned then, are learned too 
 late. This subject should be handled without reserve, 
 and in place of the existing false modesty, a healthy 
 sentiment about this and similar questions should be 
 created. 
 
 GRADE SIX. 
 
 I. Animals. 
 
 Birds — Meadow-lark, quail, red -winged blackbird, king- 
 bird, bobolink, indigo-bunting. 
 
 1. Study as in preceding grades. 
 
 2. Make a study of those parts of the game laws affect- 
 
 ing birds, of this state, and so far as is available, 
 of other states. 
 
Nature Study Course 
 
 19 
 
 fishes — Minnow and bass. 
 
 1. Study as ih preceding grades, comparing as to size, 
 
 development, etc. 
 
 2. Why are some fish classed 2i'S> game fishf 
 
 Frogs and Reptiles — Toad and bullfrog. Black -snake. 
 
 1. Collect eggs of the toad and frog and study their 
 
 development. 
 
 2. Observe the “tadpoles” in the aquarium and in 
 
 nearby streams from time to time, and note the 
 changes that take place, especially, 
 
 a. in the development of the legs. 
 
 b. In the absorption of the tail. 
 
 c. In the appearance of lungs instead of gills. 
 
 d. In the abandonment of the aquatic habit for the 
 
 terrestial. 
 
 Insects — Tady beetle, aphid, cecropia moth, braconid fly, 
 honey bee, damsel fly, corydalis. 
 
 1. Study as preceding insects were studied. 
 
 2. Discuss the economic importance of the lady- 
 
 beetle (in connection with scale insects) ; the 
 honey bee (with relation to pollination) ; and the 
 braconids (as parasitic on the tomato - worm ) . 
 
 3. Discuss the destructiveness of aphids and their 
 
 peculiar life habits. 
 
 4. The aphid, cecropia moth, and braconid can easily 
 
 be propagated in the school room and many 
 valuable lessons learned therefrom. 
 
 Other Arthropods — The centiped and thousand-legs. 
 
 1. Examine as to segments, eyes, legs, etc. 
 
 2. Compare with other arthropods studied, and make 
 
 a table like the following : 
 
TABLE OF COMPARISONS OF ARTHROPODS 
 
 20 
 
 State Normal School Bulletin 
 
 C3 
 
 c 6 “ 
 
 S o 
 
 C 3 S 
 
 cc ^ 
 C -u 
 
 pec 
 
 CP 
 
 “ i ,22 
 
 w o 
 
 J 3 “ O 
 
 o 2 > 
 
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Nature Study Course 
 
 21 
 
 3. From this table construct logical definitions of the 
 animals studied, something like this: An hisect 
 is an Arthropod^ \i. e., a7i aninial havhig a seg- 
 mented body ajid segmented appendages ) , with a 
 separate head, thorax, and abdomen, six legs, two 
 compound eyes, two a7ite7inae, and which breathes 
 by trachecE. 
 
 II. Plant Life. (Spring).. 
 
 Competitive Floiver Rearhig — Pansy. 
 
 Garde7i Work — Melons and strawberries. 
 
 1. Plant seeds, of several kinds of melons, noting 
 
 which kinds are best, and which thrive best in 
 a particular soil. 
 
 2. Set out strawberry plants. Tend carefully and 
 
 note their general requirements as to soil, light, 
 moisture, etc., and their means of propagation 
 by “runners.” 
 
 3. Have the children sell the products of their gar- 
 
 dens, compute the cost of production, subtract 
 from their gross receipts, and estimate their net 
 profits. In connection with garden work, much 
 of this may be done, and valuable lessons of 
 thrift and industry impressed upon the child. 
 
 Wild Flowers — May-apple, clematis, lady’s slipper, 
 poison -ivy, woodbine, trumpet creeper. 
 
 Flower Calendar. 
 
 Trees — Catalpa, horse-chestnut, tulip tree, poplar, mul- 
 berry, sycamore, beech. 
 
 Study these as preceding trees were studied. 
 
 Flowerless Plants — Fungi. 
 
 1. Examine a common mushroom, its habitat, peculiar 
 
 habits, structure, etc. 
 
 2. Search the woods for different kinds of mushrooms, 
 
 toad-stools, puff-balls, and other fungi. 
 
State No7'mal School Bullethi 
 
 22 
 
 3. Examine moulds on fruit, jellies or preserves, 
 
 bread, living plants. Distinguish between the 
 parasites and the saprophytes. 
 
 4. Study especially disease producing fungi on culti- 
 
 vated plants — rust and smut of grains, downy 
 mildew of the grape, and mildews on orchard trees. 
 
 5. Summarize the general character of the fungi. 
 
 III. Earth, Sky and Weather. 
 
 Soil. 
 
 1. How we should treat the soil so as not to exhaust 
 
 its resources. 
 
 2. The virgin fertility of our soil. 
 
 3. Our duty to posterity in caring for the soil. 
 
 Sky — Clouds and fogs. 
 
 1. Causes, and different kinds. Their significance. 
 
 Weather — The Weather Bureau. 
 
 1. Forecasting, how done, instruments and apparatus 
 
 used, and general conduct of the department. 
 
 2. Relations of the Weather Bureau to our industries, 
 
 especially agriculture. 
 
 IV. Physiology and Hygiene. 
 
 Blood a7id Lymph. The Circulatio7i. Food. 
 
 1. The nature of blood and lymph. What the blood 
 
 does, and how. How and why the blood be- 
 comes impoverished. 
 
 2. The organs of circulation. . What circulation does. 
 
 3. How food repairs the waste in the body through 
 
 the blood. Review digestion and assimilation. 
 What is a food? The necessity for a mixed 
 diet. Discuss the values of the commoner foods. 
 
 4. The relation of clothing and exercise to the blood 
 
 and circulation. 
 
Nature Study Course 
 
 23 
 
 GRADE SEVEN. 
 
 I. Animals. 
 
 Birds — Wood-thrush, mocking-bird, bank -swallow, 
 
 snipe, and dove. 
 
 1. Study as in other grades and compare with other 
 
 birds. 
 
 2. Compare the songs of the thrush and mocking-bird 
 
 with the songs of other birds. 
 
 3. Discuss the captivity of birds. Protest against the 
 
 captivity of any birds on moral, ethical, and 
 
 aesthetic grounds. 
 
 Fishes — Croppie, trout and salmon. 
 
 1. Study as to habitat, habits, size and color. 
 
 2. Note the commercial importance of these and 
 
 other fishes. 
 
 Reptiles — Venomous snakes. Rattlesnake, copperhead, 
 
 moccasin.* 
 
 1. Study their habitat, habits, food, and general 
 
 characteristics. 
 
 2. Compare with non -venomous kinds and note the 
 
 distinctions between them in 
 
 a. Shape of the head and neck. 
 
 b. Character of plates and scales. 
 
 c. Presence of fangs in venomous snakes. 
 
 3. Explain the poison apparatus. Discuss the effects 
 
 of the poison. Correct exaggerated ideas about 
 
 venomous snakes. 
 
 4. Distinguish, carefully, between the venomous and 
 
 non-venomous snakes, and point out, especially, 
 
 the many harmless varieties. 
 
 *These three snakes all belong to the rattlesnake family, and are 
 all venomous. It should be noted that both the copperhead and moc- 
 casin are in certain localities called “cotton-mouths.” It should also 
 be noted that the natrix, a harmless aquatic species which mimics the 
 moccasin is constantly confused with the latter. The so-called 
 spreading-adder, in reality the hognose, to which venomous qualities 
 are usually ascribed, is entirely harmless. It would hardly seem 
 necessary to add that the black-snake, milk snake, garter snake, green 
 snake and many other common kinds are harmless. 
 
24- 
 
 State Normal School Bulletin 
 
 Bisects — Walking-stick, rhinocerous beetle, bed-bug, 
 luna moth, ichneumon fly, ant lion. 
 
 II. Plant Life. (Autumn). 
 
 Garden Work. Garden and Orchard Fruits. 
 
 In this grade the study of garden fruits — raspberries, 
 blackberries, gooseberries, currants, grapes — and the 
 study of horticulture may be taken up. The time 
 and opportunities must dictate the nature and ex- 
 tent of this work. 
 
 Competitive Flower Rearing. (Spring) Carnation. 
 
 Wild Flowers — Oxalis, false -dandelion, dog-tooth violet, 
 and various grasses. 
 
 Flower Caleiidar. 
 
 Trees — Comprehensive study of trees of the vicinity. 
 
 (See Methods and Materials.) 
 
 Flowerless Plants — The Bacteria. 
 
 1. Explain the nature of the bacteria, their habits, 
 
 place in life, size, morphology, and kinds. 
 
 2. Illustrate the action of bacteria in putrefaction, 
 
 suppuration, souring of milk, formation of 
 vinegar. Describe the action of the yeast- 
 fungous in bread making. (The yeast is intro- 
 duced here, while not one of the Schizomycetes, 
 for the reason that it furnishes a good illustration 
 of reproduction in a micro-organism.) 
 
 3. Discuss the pathogenic bacteria, and diseases 
 
 caused by specific organisms. 
 
 4. Discuss the questions of infection, immunity, (in- 
 
 cluding vaccination),’ antitoxin, antiseptics, 
 disinfection, and sterilization. Many valuable 
 lessons may be learned from each of these sub- 
 jects. 
 
Nature Study Course 
 
 25 
 
 III. Earth, Sky and Weather. 
 
 Soil — Drainage. 
 
 1. Its application to small tracts by individuals. 
 
 2. The draining of our swamp lands. 
 
 Weather — Cyclones, cloud-bursts, electrical storms. 
 
 IV. Physiology and Hygiene. 
 
 Muscles, Ne^'ves, a7id Boues. 
 
 1. The structure of each. 
 
 2. Their functions. 
 
 3. The principle of the lever. Find illustrations of 
 
 the three kinds in various parts of the body. 
 
 4. The relation of the nerves to muscles and bones. 
 
 5. How to care for these parts of the body. In this 
 
 connection review and unify the idea of the 
 health of the body being dependent upon four 
 things: proper food, proper clothing, proper 
 rest and proper exercise. Make each of these 
 the subject for daily lessons. 
 
 GRADE EIGHT. 
 
 I. Animals. 
 
 Birds — Wild duck, wild goose, woodcock, eagle, heron, 
 owl. 
 
 1. Study each as to habits, haunts, characteristics, 
 
 and food. 
 
 2. Review the game laws of your state. 
 
 3. Construct food charts and life charts of the prin- 
 
 cipal birds in the locality {Naliu'e Study aud 
 Life, p. 323 and pp. 342, 343). 
 
 Reptiles — Terrapins and Turtles. Study their habits, 
 food, life histories, and principal structural characters. 
 Bisects — Make a comprehensive study of the insects of 
 the vicinity, examining several specimens of each of 
 the seven or eight principal orders. With the knowl- 
 edge of habits, life histories, and stiucture gained 
 throughout the grades construct a table of resemblances 
 and differences like the following: 
 
TABLE OF COMPARISONS. INSECTS 
 
 
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 as £ 
 
 
 
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 PARTS 
 
 
 
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 5 
 
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 2 
 
 long 
 
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 3 
 
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 33 £ 0 
 
 '2 2 0 
 
 33 £ 0 
 
 Td £ 0 
 
 '3 £ 0 
 
 Td £ 0 
 
 33 £ 0 
 
 os2 
 
 3 O'O 
 
 3 o'ft 
 
 3 o 33 
 
 3 .- 73 
 
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 3 0-0 
 
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 3£3£! 
 
 
 3^£ 
 
 a> X 
 
 
 
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 Wh< 
 
 Kh<J 
 
 
 
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 ® 
 
 
 
 
 
 bei 
 
 
 
 t'a 
 
 
 3 
 
 NAME 
 
 ft 
 
 ft 
 
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 JC 
 
 m 
 
 cC 
 
 3 
 
 Cricket 
 
 >5 
 
 C3 
 
 ;h 
 
 3 
 
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 Moth 
 
 Beetle 
 
 3 
 
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 ^3 
 
 Cicada 
 
 >•1 
 
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 33. 
 
 0 
 
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 0 
 
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Nature Study Course 
 
 27 
 
 II. Plant Life. 
 
 Competitive Flower Rearing. Chrysanthemum . 
 
 The.se may be made valuable lessons in floriculture. 
 Have the children “slip” the chrysanthemums in early 
 spring and cultivate some in pots and some out of 
 doors. About December 1 have a chrysanthemum 
 show in the school room. 
 
 Extensive Famning. 
 
 1. Wheat, corn, oats, peas, timothy, clover, and 
 
 alfalfa as crops adapted to our soils. 
 
 2. The management of a one hundred acre farm. 
 
 a. The division of the ground for the various crops. 
 
 b. The preparation of the soil, and sowing the seeds. 
 
 c. Harvesting, gathering, and storing. 
 
 d. Marketing. 
 
 e. Cattle about the farm. Number and care. 
 
 /. The care of farm machinery. 
 
 g. How rainy days may be spent to advantage. 
 
 Select a piece of land of about* an hundred acres and 
 have the children study and plat it, showing where 
 they would locate the house, the barn, the out- 
 houses, the orchard, and where they would plant 
 the several crops for each of three successive years. 
 
 3. Farming as a business. Discuss the qualities 
 
 neces.sary to success, why so mnnv fail, and 
 compare the conduct of a farm witi. Luai ol any 
 other business or industry. 
 
 Forestry. 
 
 1. The principal forest trees of our State. 
 
 2. The care and protection of forests. 
 
 a. Against injury by animals. 
 
 b. Against injury by fire and wind. 
 
 c. Against injurious plants. 
 
 d. Against man. 
 
 e. Laws protecting forests. 
 
 3. Raising or keeping up the forest. 
 
28 
 
 State Normal School Bulletin 
 
 4. The value and uses of our forests. 
 
 a. Lumbering. 
 
 b. Resin and turpentine. 
 
 c. Mast and seeds. 
 
 d. Pasturage. 
 
 e. Game and fish. 
 
 Wild Flowers . — Make a study of representatives of the 
 principal families of flowering plants from those of 
 simple structure to the complex compositae. 
 
 III. Physiology, Hygiene and Sanitation. 
 
 1. The Special Senses. 
 
 a. Study the special senses, voice, and speech. 
 
 b. The care of the sense organs, especially the eyes. 
 
 2. Study the problems of municipal sanitation — water 
 
 supply, sewers and sewage, cesspools, street - 
 cleaning, infectious diseases, and the work of 
 the Board of Health. 
 
 3. Review the entire subject of Hygiene. 
 
 Nature Study is learning those things in nature that are best 
 worth knowing, to the end of doing those things that make life most 
 worth the living. — Hodge, Nature Study and Life. 
 
 The great benefit which a scientific education bestows, whether 
 as training or as knowledge, is dependent upon the extent to which 
 the mind of the student is brought into immediate contact with facts — 
 upon the degree to which he learns the habit of appealing directly to 
 Nature .— Huxley. 
 
Nature Study Course 
 
 29 
 
 SUGGESTIONS REGARDING METHODS 
 AND MATERIALS. 
 
 It seems hardly necessary to point out that 
 Field Studies the study of many of the most important 
 
 phases in the life history of both animals and 
 plants can be be carried on only out-of-doors. A failure to 
 take advantage of the opportunities afforded by field studies 
 is a failure to fully comprehend and utilize the chief oppor- 
 tunity in nature study work, and defeats the purpose of such 
 work. Yet no phase of the subject calls for so much tact and 
 skill on the part of the teacher, and demands so much of 
 ability and energy. The time for work out-of-doors must be 
 determined by local conditions. It may be an hour during 
 the school period may be utilized, or after school or on the 
 regular school holidays children and teacher may spend such 
 time as may be profitably and conveniently used in this way. 
 It is advisable to limit the number on such oocasions. There 
 is the danger of a diversion of interests which may make the 
 lesson degenerate into mere play. Both the danger and the 
 secret of avoiding this danger are admirably set forth in the 
 following extract: 
 
 . It is difficult, unnecessary and unwise to attempt to maintain out 
 of doors the order which is required in the school. Such order will 
 defeat the purpose of the field lesson. On the other hand a lesson in 
 which no order is maintained, which degenerates into a frolic or picnic, 
 is not merely of little value, but may bring discredit upon all the work 
 in nature study, and tend to postpone the time when this natural 
 method of studying the children’s natural environment shall be fol- 
 lowed in other subjects, such as local geography and history. The 
 secret of a successful field lesson is this: a definite aim or object un- 
 derstood by each pupil as well as by the teacher, definite work for each 
 pupil, followed by a definite report on and review of what is observed. 
 In a field lesson, with the freedom and lack of restraint, and with dis- 
 tracting surroundings, from which the schoolroom is largely free, 
 definiteness in aim and plan is more important ihan it is in any other 
 work. Scott’s NatU7'e Study and the Child. 
 
 This sugge.stion of definiteness does not mean that field 
 lessons should ever degenerate into a study of mere detail. 
 Every fact observed should possess some interest for the child, 
 
30 
 
 State Normal School Bulletin 
 
 and should bear some relation to other facts observed. 
 Agassiz’s remark that “Facts are stupid things until brought 
 into connection with some general law” is nowhere as true as 
 here. In field studies, as everywhere else in nature study we 
 should remember always our object, as Dr. McMurrey says, 
 in substance, to familiarize a child with his surroundings, to 
 bring him in harmony with environment, and as Mr. Bur- 
 roughs has so admirably stated it; 
 
 The main thing is to feel an interest in Nature — an interest that 
 leads to a loving unconscious study of her. Not entirely a scientific 
 interest, but a human interest as well. * * * If one could number all 
 the trees of the forest, and all the leaves upon the trees, what would it 
 profit him? To know the different kinds of trees when you see them, 
 and the functions of the leaves upon them — that were more worth 
 while. I have read studies of leaves that were just as profitless as to 
 know their number. * * * l hardly know why I am impatient when 
 people come to me with their hands full of different leaves, and ask 
 me what tree this is from, and this, and this? If your business is not 
 with trees, if you live in the city and care mainly for city things, why 
 bother about the trees, unless for the pleasure of it during your sum- 
 mer excursions into the country; and if it affords you pleasure, you 
 will not want anyone to tell you: you will want to identify the trees 
 themselves. John Burroughs, The Nature Library. 
 
 While fully according to ecology and 
 Morphology and physiology the most important place in the 
 
 Structure study of living beings, it is important that 
 those morphological characters should be 
 studied which are necessary to our understanding of the for- 
 mer. Again quoting from Mr. Scott, “In general, in the 
 work with children of any grade, only those features of struc- 
 ture, or those properties should be studied or emphasized 
 which either throw light on function (including use to man) 
 oi aid in comparison and classification, so far as the children 
 of that grade study or can understand these.”* 
 
 So much of structure, then, is to be studied as will throw 
 light upon function, and, it should be added, upon life -relation, 
 because ecology and morphology are as closely related as 
 physiology and morphology. The structural characteristics 
 
 *Scott’s Nature Study and the Child, p. 210. 
 
Nature Study Course 
 
 31 
 
 may be studied out-of-doors, but can probably best be studied 
 in the schoolroom. This does not mean that the room must 
 be converted into a laboratory with dissecting instruments 
 and microscopes. True it does serve the purpose of a labora- 
 tory; and in defense of the laboratory, in view of Mr. Bur- 
 roughs’ hostility to laboratory work, it should be said that a 
 laboratory is not necessarily a place for dissection and micro- 
 scopic work, but is, after all, simply the most convenient place 
 to carry 07 i a certain line of observations. For ecology, the 
 whole of out-of-doors is the laboratory. But if in the pur- 
 suit of a certain thing a shed, a stable, an attic, or a well 
 lighted, conveniently furnished room offers the best oppor- 
 tunities, why should it not be used? Morphology offers 
 opportunity for comparison which no other phase of the sub- 
 ject possesses, and comparison is important in developing the 
 powers of generalization and logical’ thinking in the child. 
 In general, then, it may be said that so much of morphology 
 may be studied as bears a direct and important relation to 
 physiology or ecology, and it may be done under those con- 
 ditions which are found to be most convenient and most con- 
 ducive to satisfactory work. There can be no possible ob- 
 jection to the teacher owning dissecting lenses, and a com- 
 pound microscope, and putting the former in the hands of the 
 children, and occasionally showing them structures under 
 the latter. Here, again, the object should be to make clear 
 some point bearing a relation to what they have previously 
 observed, rather than simply arousing their curiosity at the 
 wonderful. 
 
 Just, when and to what extent children should 
 Illustrative be encouraged to collect plants and animals is a 
 Collections serious question. Two general principles may 
 
 be laid down: the child should nev'er be per- 
 mitted to collect specimens which cost the life of the animal 
 or plant in the early grades, and when permitted in the higher 
 grades the collecting should be restricted to plants and insects. 
 Under these conditions the value of collections can hardly be 
 over-estimated. Bu^ it should be clearly understood by the 
 
32 
 
 State No^'mal School Bidleiin 
 
 child that his collecting is not to be indiscriminate or hap- 
 hazard, but he is to have a definite object in view, and his 
 collection is to illustrate something definite. 
 
 Insects. An excellent method of mounting insects is 
 described by Dr. Hodge.* Two rectangular pieces of glass 
 of the same size are used. (Discarded photographic negatives 
 of the 5x7, 6 1-2x8 1-2, or 8x10 size are excellent for this 
 purpose). Strips of wood are glued to the edges of one piece 
 of glass, making a box with a glass bottom the depth of the 
 strip. t The insects, having been previously killed and 
 pinned out, are fastened to the Icwer glass by a drop of glue 
 on the thorax, the second glass laid over them and the whole 
 sealed by a piece of passe-partout. This way of mounting 
 has the advantage of showing both surfaces of the insects. 
 Another method is the one suggested for plants, in which a 
 wooden back is substituted for the second glass and the whole 
 filled in with absorbent cotton. For directions for collecting, 
 killing, net-making, + pinning, etc., reference may be made to 
 the numerous text books on the subject. 
 
 Spring Flowers. These offer the best opportunities for 
 herbarium collections because qf their size, number, and the 
 season at which they bloom. Herbariums should consist 
 simply of a double sheet of paper for each specimen and sub- 
 stantial covers. All printed outline for description should be 
 omitted. No description should accompany specimens except 
 the name, habitat and a brief reference to habits. Caution 
 the children against gathering any more than enough for their 
 immediate use. 
 
 Weeds. The fruits and seeds of weeds make both inter- 
 esting and instructive collections. They may be collected, 
 studied, the power of propagation estimated therefrom, and 
 preserved either by placing each kind in a vial or bottle and 
 
 ^Hodge’s Nature Study and Life, p. 53. 
 
 tin the Cape Girardeau State Normal School poplar strips 1-4 inch thick 
 and 1-4, 1-2, and 3-4 inches deep are used. It has been found these sizes will 
 accommodate all insects. 
 
 |The Simplex Net Co., of Lake Forest, Illinois, manufacture excellent 
 insect nets The prices for the air nets are 75 cts. each; for water nets, 60 cts; 
 for the two combined, $1.10. 
 
Nature Study Course 
 
 33 
 
 labeling carefully, or. by mounting in the following manner: 
 A piece of soft pine 12x18 inches, (or smaller), is selected 
 and dressed. With a 3-4 or 1 inch bit holes are bored to a 
 depth of about half an inch. A piece of paper or cardboard 
 is cut the size of the board with openings corresponding to 
 the holes. The compartments are now filled with seeds, each 
 carefully labeled below the opening, the entire surface covered 
 by a piece of glass and sealed with passe-partout tape. 
 
 Trees. Collections of the leaves, wood, and fruit of the 
 forest trees are easily made, and will interest children because 
 of the extensive fielgl and variety offered. Leaves may be 
 pressed and mounted on cardboard, fruits preserved in bottles 
 or boxes, and the woods in cross and longitudinal section cut 
 and dressed to show the nature and structure. An interesting 
 and beautiful collection of all of these may be made as fol- 
 lows:* A frame ^2x14 inches, or smaller, is made of poplar 
 strips 1-2 inch wide by 1 or 2 inches deep with a 1-4 inch 
 poplar back. The top and inside of the frame is hollowed 
 out 1-4 inch the thickness of a piece of glass, and permitting 
 a piece of glass 11 1-2x13 1-2 inches to fit in flush with the 
 top. Suitably pressed leaves, fruit, and specimens of wood 
 and bark are arranged on the inside of the glass (which 
 should be fastened in place with passe-paitout strips) , covered 
 with a layer of absorbent cotton filling the box tightly, and 
 the back applied and nailed in place. The success of this 
 manner of mounting is dependent upon having suitably pre- 
 pared specimens, and upon seeing that the cotton is well 
 packed in behind them. 
 
 For observing the metamorphosis of insects 
 Life Histories some sort of breeding cage is necessary. 
 
 While cigar and shoe boxes may be utilized, 
 the following box will be found to possess so many advan- 
 tages that it will repay its cost, which will not exceed a 
 dollar, in satisfaction. A frame 12 inches wide, 14 inches 
 high, and 8 inches deep, without front or back is made of 
 
 ‘For this susj^estion relative to mountinj? the efli*'or is indebted to Profes- 
 sor B. G. Shackleford of the State Normal School, Cape Girardeau. 
 

 State Nonnal School Bullethi 
 
 pine or poplar. One-eighth of an inch from the front and 
 back the frame is grooved to receive a piece of glass 11 1-2 
 by 13 1-2 inches. A galvanized pan 2 or 3 inches high may 
 be made to fit inside and hold soil or water. By placing this 
 cage in the window it is possible to observe its contents at 
 all times. For studying the life-histories of frogs and many 
 aquatic insects it is necessary to have some kind of an aquar- 
 ium. This may consist of a globe or aquarium jar, or follow- 
 ing the directions in Nature Study and Life regular aquaria 
 may be manufactured. 
 
 BIBLIOURAPHY. 
 
 No attempt has been made to list the standard works on Biology, 
 Zoology, or Botany, but only those most receiit publicatiojis which will 
 be of interest to Nature Study teachers. Inquiries conceriiing books 
 addi'essed to the editor of this Bulletin will be gladly answered. 
 
 I. Botany. 
 
 Plant Relations. John M. Coulter. T). Appleton & Co. 
 1900. $1.10. 
 
 Plant Striictures. John M. Coulter. D. Appleton & 
 Co. 1900. $1.20. 
 
 Plants. John M. Coulter. D. Appleton & Co. 1900. 
 $1.80. 
 
 First Studies of Pla7it Life. G. F. Atkinson. Ginn & 
 Co. 1903. 60 cents. 
 
 Elementary Botany. G. F. Atkinson. Henry Holt & 
 Co. 1899. ^1.25. 
 
 Lessons With Plants. L. H. Bailey. Macmillan Co. 
 1898. $1.10. 
 
 Nature and Work of Plants, The. D. T. Macdougal. 
 
 Macmillan Co. 19C0. 80 cents. 
 
 Introduction to Botany. W. C. Stevens. D. C. Heath 
 & Co. 1902. 
 
Natiwe Study Course 
 
 35 
 
 Outlhies of Botajiy. R. G. Leavitt. American Book 
 Co. 1901. $1.00. 
 
 Foundations of Botany. J. Y. Bergen. Ginn & Co. 
 Mailing price $1.70. 
 
 II. Zoology. 
 
 General Zoology. C. W. Dodge. American Book Co. 
 $1.80. 
 
 Zoology., Descriptive a7id Practical. B. P. Colton. V II.^C. ^ 
 Heath & Co. $1.50. C ‘V ,■ 
 
 Animal Activities. N. S. French. Lo^^g^^ans, Green 
 & Co. 1902. 
 
 Elements of Comparative Zoology. J. S. Kingsley. Henry 
 Holt & Co. 1898. $1.20. 
 
 Vertebrate Zoology. J. S. Kingsley. Henry Holt & Co. 
 $3.00. 
 
 Zoology. N. A. Harvey. American Book Co. 1901. 
 80 cents. 
 
 Animal Studies. Jordan, Kellogg, and Heath. D. Ap- 
 pleton & Co. $1.25. 
 
 Animal Life. Jordan and Kellogg. D. Appleton & Co. 
 
 $ 1 . 20 . 
 
 Animal Forms. Jordan, Kellogg and Heath. D. Apple - 
 ton & Co. $1.10. 
 
 Animals. Jordan, Kellogg & Heath. D. Appleton 8r 
 Co. $1.80. 
 
 III. Geology, Mineralogy, and Meteorology. 
 
 First Book in Geology. N. S. Shaler. D. C. Heath «& 
 Co. 60 cents. 
 
 Common Minerals and Rocks. W. O. Crosby. D. C. 
 Heath & Co. 60 cents. 
 
 Practical Exercises in Ele^nentary Meteorology . R. D, 
 Ward. Ginn & Co. Mailing price v^l.25. 
 
 Elementary Meteorology . Wm. Davis. Ginn & Co. 
 Mailing price $2.70. 
 
36 
 
 State Normal School Bullethi 
 
 Meteorology ^ Weather and Methods of Forecasthig . Thos. 
 
 Russell. Macmillan Co. $4.00. 
 
 Elemejitary Geotogy. R. S. Tarr. Macmillan Co. $1.40. 
 An Introduction to Geology. W. B. Scott. Macmillan 
 Co. $1 . yO. 
 
 IV. Books on Special Subjects. 
 
 • ANIMALS. 
 
 Insect Life. J. H. Comstock. D. Appleton & Co. 1901. 
 Insecia. Alpheus H3^att and J. M. Arms. D. C. Heath 
 & Co. $1.25. 
 
 Worms and Crustacea. Alpheus Hyatt. D. C. Heath & 
 Co. 30 cents. 
 
 Motlusca: Oyster., Clam and Other Commoji Mollusks. 
 
 Alpheus Hyatt. D. C. Heath Co. 30 cents. 
 Common Hydroids, Corals., and Echinoderms. Alpheus 
 Hyatt. D. C. Heath & Co. 30 cents. 
 
 Commejxial and Other Sp07iges. Alpheus Hyatt. D. C. 
 Heath & Co. 20 cents. 
 
 American Eood and Game Eishes. David Starr Jordan 
 and B. W. Everman. Doubleday, Page Co. $4.00. 
 
 PLANTS. 
 
 Bacteria and Their Products. G. S. Wood head. Chas, 
 Scribner’s Sons. 1897. 
 
 Mo7ilds, Mildews., a7id M7ish7'007ns . L. M. Underwood. 
 
 Henry Holt & Co. 1899. $1.50. 
 
 Bacte7la, Yeasts, a7id Moulds hi the Ho77ie. H. W. Conn. 
 
 Ginn ^ Co. 1904. Mailing price $1.10. 
 
 Mush7'0077is. G. F. Atkinson. Henry Holt & Co. 1904. 
 $3.00. 
 
 Our Native Eer7is a7id Their Allies. E. M. Underwood. 
 Henry Holt & Co. 1900. $1.00. 
 
 V. Nature Books. 
 
 Books 7narked with ait asterisk (*) are manuals or guides for 
 teachers ; those marked with the double astetdsk (**) are suitable refer- 
 ence books ; those marked with the dagger (f) form suitable texts or 
 readers for children. 
 
 k Ag7'iculfure for Beghmet's. Burkett, Stevens and Hill. 
 Ginn & Co. 1904. 75 cents. 
 
Nature Study Course 
 
 37 
 
 ^Agriculture, Prhiciples of. L. H. Bailey. The Mac- 
 millan Co. 1901. $1.25. 
 
 \Aboiit the Weather. M. W. Harrington. D. Appleton 
 & Co. 1904. 65 cents. 
 
 jAnzmal Life. Florence Bass. D. C. Heath & Co. 1903. 
 
 ^All the Year Round. F. L. Strong. Ginn & Co. In 
 four parts. 
 
 '^'^Birdcraft. Mabel O. Wright. The Macmillan Co. 
 $2.50. 
 
 ^'^Bird Neighbors. Neltje Blanchan. Doubleday, Page 
 & Co. $2.00. 
 
 ^'^Bird Life. F. Mj'^ Chapman. D. Appleton & Co. 1902. 
 '\Bu2. Maurice Noel. Henry Holt & Co. 
 
 ^^Butterfly Book. W. J. Holland. Doubleday, Page & 
 Co. $3.00. 
 
 Brook Book, The. Mary R. Miller. Doubleday, Page 
 & Co. $1.35. 
 
 ^^Citizezi Bird. Mabel O. Wright. The Macmillan Co. 
 Co I or Key to North American Birds. F. M. Chapman. 
 Doubleday, Page & Co. $2.50. 
 
 Elementazy Woodworking. E. W. Foster. Ginn & Co. 
 1903. 
 
 Every Day Birds. Bradford Torrey. Houghton Mifflin 
 &Co. 1901. 
 
 '^^four Eooted Americazis and Their Kin. Mabel O. 
 Wright. The Macmillan Co. $1.50. 
 
 Eamiliar Ti^ees. F. Schuyler Mathews. D. Appleton 
 & Co. 
 
 ^^Eamiliar Elowers of Eield and Gaz'den. F. Schuyler 
 Mathews. D. Appleton & Co. 1902. 
 jEirst Book of Torestzy. A. F. Roth. Ginn & Co. 1902. 
 7 Eirst Studies of Plant Life. G. F. Atkinson. Ginn & 
 Co. 1903. 
 
 '\Pirst Book of Birds. O. T. Miller. Houghton Mifflin 
 & Co. 1899. 
 
 How to Atti'act the Birds. Neltje Blanchan. Double- 
 day, Page & Co. $1.35. 
 
 '^^How to Know the Wild Elowers. Mrs. W. S. Dana. 
 
 Chas. Scribner’s Sons. 1903. 
 
 ^'^Hotv to Make a Floiver Gaz'den. Doubleday, Page & 
 Co. $1.60. 
 
38 
 
 State Normal School Bullethi 
 
 \lnsect Folk. M. W. Morley. Ginn Sr Co. 1903. 
 
 Insect Book, Ihe. C. O. Howard. Doubleday, Page 
 & Co. $3.00. 
 
 ^Little Brother to the Bear, A. W. J. Cong. Ginn & 
 Co. 
 
 \ Little Nature Studies. Mary K. Burt. Ginn & Co. 
 2 volumes. 25 cents each. 
 
 Mushroom Book, The. Nina K. Marshall. Doubleday, 
 Page & Co. 
 
 ^"^Moth Book, The. W. J. Holland. Doubleday, Page 
 & Co. $4.00. 
 
 ^Mother Nature's Children. A. W. Gould. Ginn & 
 Co. 1901. 
 
 Nature Library, The. Doubleday, Page & Co. $35.00. 
 
 ^Nature Biographies. C. M. Weed. Doubleday, Page 
 & Co. $1.35. 
 
 ^Nat 2 ire Study Idea, The. C. H. Bailey. Doubleday, 
 Page & Co. $1.00. 
 
 '^Natuj'e Shidy and Life. C. B. Scott. D. C. Heath & 
 Co. 1902. 
 
 '^Nature Study and the Child. C. F. Hodge. Ginn & 
 Co. 1902. 
 
 \ Nature Study With Common Things. M. H. Carter. 
 American Book Co. 1904. 
 
 \News From the Birds. L. S. Keyser. D. Appleton & 
 Co. 1898. 
 
 \On the Farm. F. W. Parker. D. Appleton & Co. 1902. 
 
 Our Native Trees. H. C. Keeler. $2.00. 
 
 'f Plant Life. Florence Bass. D. C. Heath & Co. 1903. 
 
 ^Playtime and Seedtime. F. W. Parker. D. Appleton 
 & Co. 1902. 
 
 Peoples Natural History. The University Society. 5 
 Volumes. $25.00. 
 
 \ River Journey, A. F. W. Parker. D. Appleton & 
 Co. 1902. 
 
 ^Story of the Birds. J. N. Baskett. D. Appleton Sr Co. 
 1902. 
 
 ^Seaside and Wayside. J. M. Wright. D. C. Heath & 
 Co. 1892. In four parts. 
 
Nature Study Course 
 
 39 
 
 ^ Squh'rels and Other Fur Beare?'S. . John Burroughs. 
 Houghton Mifflin & Co. 1902. 
 
 Secrets of the Woods. W. J. Long. Ginn & Co. 50 
 cents. 
 
 \ Stories of Insect Life. C. M. Weed. Ginn & Co. 25 
 cents. 
 
 '\Seed Travellers. C. M. Weed. Ginn & Co. 25 cents. 
 
 Studies of Trees in Winter. A. O. Huntington. 
 Knight & Millett. $2.50. 
 
 ^I'lu'ough the Year. A. M. Clyde. Silver Burdett & 
 Co. 1898. In two parts. 
 
 Uncle Robert' s Visit. F. W. Parker. D. Appleton & 
 Co. 1902. 
 
 t Wilderjiess Ways. W. J. Long. Ginn & Co. 45 cents. 
 
 t Ways of the Wood Folk. W. J. Long. Ginn & Co. 
 50 cents. 
 
 t Wood Folk at School. W. J. Long. Ginn & Co. 50 
 cents. 
 
 t Ways of the Six- Footed. A. B. Comstock. Ginn & 
 Co. • 40 cents. 
 
 ^Waymarks for Teachers. S. L. Arnold. Silver, Bur- 
 dett & Co. 1894. 
 
 The Perry Picture Co., Malden, Mass., publish over four hundred 
 North American birds in colors on paper about 7x9 inches. The price 
 is two cents each. 
 
 Pamphlets on the culture of the rose, canna, and on floriculture 
 in general may be obtained of the Dingee and Conrad Co., West 
 Grove, Pa. 
 
 Excellent periodicals dealing with Nature and Country Life are 
 Country Life m America, Doubleday, Page & Co.; and The Country 
 Calendar, The Review of Reviews Co.