HOLTz] NATURE-STUDY IN CITY SUBURBS iqq 



phenomena may to a certain extent illustrate similar processes in 

 man. We plead for a resuscitation of the physiology and 

 hygiene, and believe it can be done by connecting it more inti- 

 mately with nature-study and by employing the same methods of 

 teaching it as for nature-study. 



It is to be deplored that there is a break in the course of nature- 

 study, and a loss of perhaps the best opportunity to interest 

 children in the larger problems and relations of plants and ani- 

 mals, in the absence of all nature-study in the sixth year. This 

 is a year of intensive geography, when some very practical corre- 

 lation could be carried on between it and nature-study. 



Considering the possibility of applying numerous facts of 

 physical nature-study in the lower grades in connection with 

 geography, physiology, plant and animal lessons, manual training 

 and domestic science, it seems very desirable to introduce some 

 lessons of physical science, or elementary science, into these 

 grades. A little of this is done in the first three years. Why not 

 do more of it in other grades? 



School-gardening has demonstrated its valuable possibilities 

 and has been found to be a useful adjunct to the other school 

 activities. Gardening is distinctively an opportunity for the 

 districts covered by this committee. It should be encouraged 

 and supported wherever feasible. This includes window garden- 

 ing, and as such has a still wider application. As an outdoor 

 laboratory, as a place for observing the growth of plants, the 

 effects of soil, weather, weeds, insects, etc., the outdoor garden is 

 of great value. It could furnish much material for indoor nature 

 lessons. This connection between gardening and the regular 

 nature-study should not be overlooked in the excitement and 

 interest of making the garden. The school-garden is a means 

 rather than an end in itself. The syllabus should contain specific 

 directions for making gardens and for organizing the work; and 

 should indicate suitable seeds, plants, etc. 



The syllabus should be more than a mere enumeration of 

 topics. It should contain not only sub-topics, but also sugges- 

 tions for point of view, emphasis, applications, experiments, 

 illustrative material, and it should contain numerous hints on 

 method. Without these suggestions the topics are taught more 

 or less alike, without reference to their specific needs or aspects. 

 The present syllabus has an introductory page with hints of this 



