ullrichJ NATURE-STUDY IN WISCONSIN 107 



the term " disciplinary" is omitted and the term "psychological" 

 is introduced. The term "psychological" was used to include 

 such aims as "self-activity," "give a sense basis for concrete 

 thinking," "to find the child's interest, to direct that interest 

 and to create interest where none exists." It is clearly evident 

 that both groups of educators agree that in the primary grades 

 the aesthetic or appreciative, the observational, and the know- 

 ledge aims are the most important; the preparatory, ethical, 

 and the scientific-method aims are of less moment; while the 

 psychological, the disciplinary, and the economic or vocational 

 are of the least significance. Two things should be especially 

 noted in these results, first, the lack of interest in the disci- 

 plinary aim which is undoubtedly due to the passing of faculty 

 psychology, and second, a minimum of value attached to the 

 vocational aim in the presentation of Nature-Study in the 

 primary grades. 



In many instances the aim for Nature-Study for the inter- 

 mediate grades were the same as those for the primary grades, 

 with the exception that the aims of Nature-Study for the pri- 

 mary grades were extended to fit the mental development of in- 

 termediate grade pupils. In case there was differentiation in 

 the aims for these two classes of pupils, the only aims tabulated 

 for the intermediate grades were those that had not already 

 been listed for the primary grades. A summary of 19 distinct 

 aims for the intermediate grades by the city superintendents 

 and village principals revealed that there were 9 or 47% addi- 

 tional for the scientific-method aim, 3 or 16% for the knowledge, 

 2 or 11% for the preparatory, 2 or 11% for the aesthetic or ap- 

 preciative, and 1 each or 5% for the observational, the ethical 

 and for the economic or vocational aims. Similarly, a sum- 

 mary of 28 additional aims for the intermediate grades by the 

 supervisory staff of the state department, principals of training 

 schools and teachers of science in the normal schools shows that 

 in 6 instances or 21% the economic or vocational was empha- 

 sized for the intermediate grades when not mentioned for the 

 primary grades, in 5 or 18% the aesthetic or appreciative, in 5 

 or 18% the scientific-method, in 4 or 14% the psychological, 

 in 3 or 11% the preparatory, in 3 or 11% the knowledge, and 

 in 1 each or 4% the observational and the ethical. This data 

 shows that these representative administrators, supervisors, 



