i2 4 NA T URE-ST UD Y RE VIE W [11 :3— Mar. , 1915 



Winter 

 I. Holiday Studies. 



1. Christmas dinner. 



A. State products. 



B. Special study of nuts and fruits of Minnesota. 



2. Christmas trees — spruce and red cedar. 



3. Flowers for the Christmas table; paper white narcissus from bulb 



planted in the fall. 

 Problems — 



What kinds of nuts grow in Minnesota? 

 How do people raise fruits in this state? 

 Why does the spruce make a good Christmas tree? 

 How can we tell a red cedar tree from other Christmas trees? 

 Why is it nice to have this narcissus flower in the room? 

 II. Home Studies. 



1. Home of Esquimaux children. 



2. Care of pets — the dog. 

 Problems — 



How do the homes of the Esquimaux children differ fromyour homes? 



To what extent can the dog take care of himself? 



What care should I give my dog? (See type lesson, page 163). 



How many kinds of dogs are there? 



Of what use are dogs? 



What are some of the wild animal cousins of the dog? 



III. Health Studies: how to keep well and strong in winter. 



1. Fresh air; how to get fresh air indoors at home. 



2. Bathing; need of keeping hands clean. 



3. Clothing — study of silk and leather. 

 Problems — 



How can we get fresh air in our homes? 

 Why should we wash our hands before eating? 

 Where did your new silk tie come from? 

 How are our shoes made? 



IV. Weather Studies. 



1. Weather records for one month (December). Written records on 



chart or blackboard. (See fall outline). 



2. Uses and forms of snow and ice. Charts: Work Which Snow 



Makes; Work Which Snow Helps; Fun Which the Snow 



Brings. 

 Problems — 



How does snow help people? 

 What fun does the snow bring us? 



Spring 

 Central thought: The Returning Spring 



I. The Awakening Trees. 



1. Study of twigs of elm and linden kept in water indoors. 



2. Study development of buds of these trees outdoors. 



