92 THE NATURE-STUDY REVIEW [2 : 3— march, 1906 



of these phases of nature-study work there are possible points of contact 

 between nature-study and manual training where each subject may by 

 association add interest and efficiency to the other. Let me review 

 the indoor and outdoor nature-study work briefly by way of noticing 

 some illustrations of possible correlations. 



The indoor nature-study work consists chiefly in examining a great 

 variety of living and lifeless natural objects brought in from nature 

 out of doors. In these studies there are many opportunities for limited 

 correlations with manual training ; for example, there are leaves and 

 flowers to be pressed, mounted, and blue-printed, and the making of 

 plant-presses, simple cages for pets, boxes for arranging specimens, 

 and similar hand-work suggested by the nature-study lessons. In the 

 physical phase of nature-study there is much more opportunity for 

 correlating with manual training, because physical nature-study in- 

 volves many simple experiments which require apparatus easily con- 

 structed in the manual training shop. For example, the first weather 

 observation in connection with nature-study suggests making wind- 

 vanes and windmills. In the grades above the fourth the appropriate 

 physical nature-study requires dozens of pieces of simple apparatus 

 which could be made by the pupils in connection with their manual 

 training exercises. 



I have suggested a few examples of possible correlations between 

 manual training and indoor nature-study, but in general the possible 

 connections between manual training and schoolroom work in nature- 

 study are limited if we do not go far afield in search of correlations. 

 To make use of any but the very natural correlations would, I am con- 

 vinced, not be for the best interests of nature-study. 



The outdoor work in nature-study, offers far greater possibilities 

 for correlation with manual training. Most prominent of the outdoor 

 nature-study of the best schools is the work of the school-garden, 

 which more than any other phase of nature-study stands for active 

 education. The connections between manual training and the nature- 

 study of the garden lie in two directions : ( 1 ) There are many uten- 

 sils of wood and iron needed in the school-srarden which may be con- 

 structed under the direction of the manual training department. (2) 

 There ought to be great manual training value in a large part of the 

 practical operations in the garden. 



Concerning the first point I need say little, for you are all doubt- 

 less familiar with schools in which the children make as part of their 

 manual training work such articles as stakes for garden beds, meas- 



