The movements, habits, food, and other topics, may be studied by direct
observations guided by the teacher's questions or problems.

A third method and, unfortunately, the one which is in most general use,
is the study of animals by means of stuffed specimens and pictures,
supplemented by descriptions and stories by the teacher. These lessons
may be called information lessons, but they are not worthy of the name
Nature Study. Indeed, if conditions are such that it is the only method
available for animal study, it is advised that the time be spent on
other branches of the subject; but if living animals are made the basis
of study, stuffed specimens may be found useful for identification and
for confirming observations on minute structural features, colour, etc.

THE WOOD-CHUCK

The problems outlined below are intended to illustrate the plan of study
suggested in the first general method. They are assigned to a boy who
has discovered a ground-hog burrow, in order to direct him in his
observations on the animal.

What is the kind of soil dug out in making the burrow? Why is this soil
suitable for the burrow? What size of stones are dug out in burrowing?
Are there more entrances than one?

By slowly approaching the animal, find out how close it will permit you
to come. At what times of day does the ground-hog come out? Give reasons
for its coming out at these times rather than at mid-day. Upon what does
the animal feed? Describe the colour of the animal and find out any
advantages in this colour. Observe the following actions: running,
hiding, keeping sentry, and scouting.

Do more wood-chucks than one live in one burrow? When do the young
wood-chucks first come out of the burrow? Describe their size, colour,
and habits. Are wood-chucks ever seen during the winter? Do they use the
same burrow year after year? Describe the sounds made by the animal.
What injury does the animal cause to the fields?

Describe the fur, teeth, and claws, and show their relation to the
animal's habits of life.

Dig out a burrow and draw a plan of it. Make pictures showing the
various attitudes of the animal.

THE CHIPMUNK

FIELD EXERCISES

Describe the size, colour, shape, length of tail, and movements of the
chipmunk. Compare with the red squirrel.

Have all chipmunks the same number of stripes?

Discover its home; method of carrying grain, nuts, or other foods;
whether it is found most commonly on the ground, in trees, or among