bigelow] SOME FUNDAMENTAL PROPOSITIONS 411 



6. The term "nature-study" seems best for such studies in 

 Grades I to VI, inclusive; but "Introduction to Science" is a 

 better general designation for the work of Grades VII to IX. 

 Special sub-divisions of "Introduction to Science" may be hygiene, 

 elementary agriculture, chemico-physical study, and vocational 

 study (such as household and industrial arts.) 



7 . All studies of natural things in elementary schools should be 

 scientific, although not science in the strict sense. That is, they 

 should follow methods of science, but not its characteristic generali- 

 sations. 



8. There should be logical organization of nature-study courses, 

 and not merely a list of assorted topics for study. Beginning in 

 Grade III, such organization should take the form of intensive 

 surveys of the human relations to important groups of natural 

 things, e. g., birds, trees, insects, cultivated plants, physical nature. 

 In all grades there should be a wide choice of materials. 



g . There should be organized lessons on all assigned work above 

 the second grade and as far as possible in Grades I and II. 



io. Incidental nature-study should be allowed in all grades; 

 and at the expense of unassigned time. This provides for study of 

 interesting specimens found unexpectedly. Of course, organized 

 lessons are not possible in such cases. 



ii. Teachers of lower grades should avoid anticipating the 

 assigned work of later grades ; but should freely review the preced- 

 ing work when opportunity offers. 



i2. Natural correlation of nature-study with literature, art, 

 geography and practical arts should be developed along rational 

 lines. 



13. School gardens should be conducted with a nature-study 

 rather than a vocational aim, so far as elementary schools are 

 concerned. 



14. Hygiene should be correlated with nature-study in grades 

 below the seventh. In VII, VIII or IX there should be an inten- 

 sive series of lessons in hygiene with a limited amount of physiol- 

 ogy. Laws in some States are opposed to this plan. 



1 5 . Industrial education in the first six grades should be devel- 

 oped under the useful-knowledge aim of nature-study, and also 

 in connection with industrial geography; and in Grades VII, VIII 

 and IX as phases of " Introduction to Science". Industrial educa- 

 tion intended to put all pupils in touch with the great industries 



