134 THE X. 1 Tl r RE-S Tl 7> ) ' RE I 'IE W [* ■ 4 - APRIL , 1906 



Geographical Nature-Study 



A certain phase- of nature-study is carried on in connection with the 

 work in physiography, under Professor P. H. Manning. The region 

 about Nashville presents many of the characteristic features of an 

 erosion topography. Peneplains, showing three cycles of erosion 

 stand out boldly in Middle Tennesse. These peneplains, dissected 

 more or less completely by streams, present a varied and interesting 

 topography and constitute an admirable field for out-door study. 

 Classes are conducted into this field to study these phases of erosion 

 and this sequence of topography. On these trips classes study the 

 decay of rocks and formation of soils together with the fact that diff- 

 erent kinds of rocks produce by decay very different soils with 

 varying degrees of fertility. They see examples of alluvial soils, 

 soils in place, transported soils, inherited soils, etc. 



THE UNIVERSITY OF CINCINNATI 



The pressing demand would seem to be first, to give teachers some 

 definite goal toward which to direct their efforts, and secondly, to 

 jostle them out of their bookish habits and drill them in direct obser- 

 vation. The next step is to lead them to a satisfactory point of view 

 from which to direct the observations of children. This accom- 

 plished, it becomes necessary farther to instruct them in the most 

 practical methods of collecting and keeping the materials necessary 

 for their work. Lastly, it is important to advocate a system of pre- 

 sentation in the schools that is equally applicable to many forms of 

 life, and the following out of which will not upset the order of things 

 to any great extent. 



The nature-work at present in the Teachers' College of this Uni- 

 versity is confined to courses in animal life and in plant life, but 

 courses in other branches are soon to be offered. The present work 

 is presented wholly from the interpretative aspect, which is the child's 

 view-point. 



With living things there are really only four problems that vitally 

 concern the individual organism. These are the questions, (i)of 

 food, (2) of self protection, (3) of adjustment to physical surround- 

 ings, and (4) of provision for the young. Every important thing 

 about an animal or a plant has to do with one or more of these neces- 

 sities of life. Consequently the study of plant or of animal life 

 becomes simply a question of studying different forms to see how 

 their structures and habits adapt them to these occupations, and how 

 they compare with other forms in these respects. It is manifest that 



