tkafton] PRINCIPLES IN NATURE-STUDY 27 



5. Correlation 



Nature-Study interests and values should be rec- 

 ognized in all the other studies of the grade cur- 

 riculum. 



VII. SECONDARY SCIENCE MAY CONTRIBUTE TO 

 THIS END 



1. By taking active interest in elementary school Nat- 

 ure-Study. 



2. By modifying the science of the first year. 



VIII. THE PROPOSED FIRST YEAR GENERAL SCI- 

 ENCE 



A. Advantages 



1. As an articulating agency. 



2. As an outlook to life. 



B. Objections 



IX. RECOMMENDATIONS 



In the interest of better scientific instruction in both 

 elementary and secondary schools, your committee rec- 

 ommends the appointment of a committee whose duties 

 shall be 



1. To inquire into the present status and trend of 

 Nature-Study in the territory covered by this association. 



2. To advocate a more dignified discussion of Nature- 

 Study in science meetings and teachers' associations. 



3. To enlist other bodies in a study of the broader 

 problems of elementary school Nature-Study. 



4. To stimulate extensive experimentation in teaching 

 Nature-Study in the grades, to the end that scientific data 

 upon the question may be collected. 



5. To report to this association in general meeting next 

 year. 



WHAT SHOULD BE THE ESSENTIAL PRINCIPLES UNDERLYING A 



COURSE IN NATURE-STUDY? 



By G. H. TRAFTON, Supervisor of Nature-Study, Passaic, N. J. 

 (Abstract of paper read at Boston meeting.) 



In discussing a question of this kind, for whatever sub- 

 ject it may be, we may look at it from three viewpoints. First 

 and most important is that of the child. What are his needs 

 and interests at the different ages? It is a mistake to assume 

 that the child is naturally any more interested in nature-study 



