SINCE Nature Study Publishing Company, in January, 1897, put before the teaching world the first accurately beautiful representations, not only of the forms of nature but of the tints and colors also, the brightest minds have been active in noting the effectiveness of the color photograph in school. Thousands of teachers have vied with each other in applying them in nature study with most gratifying results.

An important discovery has been made almost at the same time by many of them. The lively interest aroused by the bird presented, the agreeable sensations the child experiences in relating incidents and hearing, from his mates and teacher about its habits, and the reminiscences of delightful outdoor experiences, all tend to warm the child to enthusiasm.

This point of warmth is the supreme opportunity of the teacher. Instruction given under such a glow is intensely educative. A few minutes of such work is worth hours of effort where the child is but indifferently aroused.

Many of the best first primary teachers do not begin to teach reading during the first few weeks of the child in school. They aim, first, to establish a bond of sympathy between themselves and their pupils, to extend their range of ideas, and to expand their powers of expression. Expression is induced and encouraged along all lines, by words, music, drawing, color work, and physical motions.

The common things of life are discussed, experiences related, and the imagination brought strongly into play. Songs and recitations are given with the actions of birds, animals, persons, or machines, imitated joyously by groups of children. Games calculated to train the senses and the memory are indulged in. The whole nature of the child is called into play, and perfect freedom of expression is sought.

Experience shows that intelligent training along these lines is profitable. The time of learning reading and spelling is somewhat deferred, and number work is delayed, but the children who are skilfully trained in this way outstrip the others rapidly when they bring their trained powers to bear upon the things that are popularly supposed to be the business of a school. Superintendent Speer has shown that pupils whose technical instruction has been deferred for several months in this way are found at the end of the second year far superior to others of equal promise, who have been put at reading, spelling, and number work directly.

To conduct a conversation lesson requires some tact. Not tact in asking questions, nor in "talking down" to the level of the children. Direct questions are of doubtful value in the first grade. In fact, the value of the lesson may sometimes be judged by the absence of such questions put by the teacher. The question mark and the pump handle resemble each other, and often force up perfunctory contributions, and sometimes they merely produce a dry sound. Children do not care to be pumped.

Here are a few questions that give the children little pleasure and less opportunity for expression: Isn't this a very pretty bird? Do you see what a bright eye it has? How many of you have seen a bird like this? How would you like to own him, and have him at your house? Don't you think, dear children, God is very good to us to let us have such beautiful birds in the world?

Any one of these questions by itself is not harmful, but an exercise made up of such material merely gives the class a chance to say, "Yes, ma'am," and raise their hands. All talk by the teacher and no activity by the class. With a bright smile and a winning voice, the teacher may conduct what appears to be a pleasant exercise with such material, but there is little real value in it under the best circumstances and it should be avoided systematically. It is unskillful, and a waste of time and opportunity.