COMMON WILD ANIMALS
GENERAL METHOD FOR FIELD WORK
The best method for studying wild animals is to assign to each pupil some animal as his particular subject of study.
Begin by finding out from the pupils the wild animals that each one knows to be near his home, and assign to each pupil a number of problems on the animal which is most convenient for him to study.
In some cases, only one pupil will be studying a particular kind of animal, while in other cases several pupils may be studying the same kind of animal. The latter method has the advantage of giving opportunity for comparison of results. Differences should serve as stimuli to more careful observation, in order to verify or disprove previous conclusions.
The observations and inferences, together with drawings illustrating the animals, their homes, etc., are recorded in the Nature Study note-books. These are discussed in the class, verified or corrected, and supplemented by descriptions of lives and habits of the animals from nature writers or naturalists, such as Charles G. D. Roberts, Ernest Thompson-Seton, etc.
When pupils become interested in this form of study, they become nature students in the true meaning of the term. The pupil is brought into contact with the animal in its natural environment and, under these conditions, the natural habits, interests, and activities of the wild creatures are more likely to appeal to the sympathy of child nature than under any other method of study. The method has also the advantage of being one of original discovery, and consequently it trains in self-reliance and independence of thought.
Finally, since close and careful observation is necessary, the child learns that it is unwise to alarm the animal, and thus a better relationship between child life and animal life is fostered.
It may be objected that this method is slow and that little is accomplished. This may be true from the view-point of matter learned, but from the view-point of child training more can be accomplished from the study of a single living animal than from the study of a score of pictures or stuffed skins.
A second method that is recommended is the study of tame animals. By conversations with the boys of the school the teacher will find what tame squirrels, ground-hogs, raccoons, foxes, and other animals are available for class-room work. The possessors of these animals are usually quite willing to bring them to school for the class to study.