The progressive farmer. [volume] (Winston, N.C.) 1886-1904, 1902-02-11

che members, telling OF something
that they have found out, and asking
,uestions. After four dues have
been paid a badge is sent and they
are established as full-hedged mem
hers. Such an organization does
muoh TO give the work life, and TO
increase the activity of the pupils,
and, incidentally so furnish machin-
ery to get the teacher in touch with
the work of other schools. The
value of such clubs generally X
oeeds the most sanguine expectation
.of their promoters. Most notable
examples T afforded by the Agassiz
Association, begun by st. Nicholas
many years ago, and the High School
Society of New York City, both of
which have accomplished things of
such magnitude as so do honor TO a
membership of much more mature
years. The teacher need not wait
until she feels herself q veteran be-
fore she organizes her club. Organ
ize the club and then begin. The
mere fact of organization gives added
strength. The teacher will find
much assistance in nature study in
the columns of The Ladies' Home
Journal, St. Nicholas, The Youths
Companion, and Country Life.
R CLASSES OF BOOKS.
Many excellent books have now
been made available by publishing
houses and the list of literature that
the teacher may s for self-im-
provement, and as supplementary
reading in the schools, is rapidly
Iengthening. They have been aptly
divided into three GLASSES by Prof.
Anna Comstock. First, books to
help the pupil or teacher in special
subjects, as birds, trees, wild flow
ers, insects, etc. Second, books of
adventure md action. They are
filed with careful and accurate de-
scriptions of wild animals and their
adventures. Third GLASS, and worthy
of consideration, are the so-called
nature study books that are neither
accurate enough so be good nature
study, nor sufficiently we'll written
to be good literature. The imagina-
ton runs riot TO add vivacity. In
this kind of book we are told that
Mr.. Brook takes off his hat and bows
politely TO Mrs. Tulip tree or of an
Amoeba weeping despairing tears in
her pocket handkerchief. The ends
do not justify this license. The in
experienced teacher will do we'll to
read some competent review, i. 9 a
review written by a specialist of any
book before adopting 1T, as many of
the poor books are externally as at
traotive as the more worthy. Many
with poor science foundation have
written small volumes with results
truly astounding. Among the books
to which 1 would first direct the
teachers attention are the animal
stories of Long, and the bOtanies by
Baily and Atkinson.
LOVE OF NATURE THE ONE ESSENTIAL.
No teacher must think that lack
Of scientifc training precludes nature
study work. One of the very best
nature study teachers that 1 ever
met was the teacher of a country
school who had had no systematic
training. He possessed an allah
sOrbi1g love for nature. He was TO
the core an enthusiastic and inspir-
ing teacher, a man who, with no
funds, made his W shelve desks at
the window that he might have bet
ter light for observing birds, bees,
leaves, flowers, insects, etc. He
carried inspiration to every school
ne entered and left each a museum.
CONCLUSION.
In conclusion, let me sum up the
main facts for which I contend.
First, nature study should be intro
duced into all schools second, the
most efficient method is by employ
ing a supervisor third, properly
correlated courses should be laid
out, leading from the primary grade
TO graduation fourth, if the super
visor cannot be employed the teach
srs should be induced to perfect
themselves in nature study bymeans
of BOOKS and journals, correspond
ence, and summer courses, and BY
special cOursesi in some Of the normal
schools or colleges. Due recognition
should be given by the school board
for this work. Attention should be