1 08 THE NA TURE-STUD V RE VIE IV U ■ 4-apr., "9°8 



science may help him to a further interpretation of his experi- 

 ences. 



1 have tried to indicate that the basis for organizing nature- 

 study in the primary grades may be reduced to simple data- 

 gathering, and to show also the relation that such work bears 

 to the subject in later grades. 



At first glance such a proposition may seem too indefinite, and 

 lacking in unity. Dewey has answered this objection, at least 

 in part: "He (the child) passes quickly and readily from one 

 topic to another, as from one spot to another, but is not conscious 

 of transition or break. There is no conscious isolation, hardly 

 conscious distinction. The things that occupy him are held to- 

 gether by the unity of personal and social interests which his 

 life carries along. Whatever is uppermost in his mind consti- 

 tutes to him, for the time being, the whole universe." 2 



Each experience if it is made real by self activity and par- 

 ticipation is an unit in itself. If this experience is secured we 

 need not be concerned about unity, for when various experiences 

 are brought to bear on special problems in later years they 

 become unified through new associations. 



Since the material for nature-study is almost unlimited, some 

 selection must be made. Certain things are more important 

 than others. The child is ready to be directed within certain 

 limits. Therefore it matters not so much what material is used 

 as how it is used. 



I would suggest the following considerations in the selection 

 of material : (a) some vital human interest; (b) a content which 

 is worth while; (c) a sequence from grade to grade and from 

 year to year. 



It is obvious that the natural and industrial environment of 

 the school should furnish the material. On these the child has 

 already drawn for his experiences. But environments differ, 

 and likewise the industries of the people. No course of nature- 

 study may be planned that will exactly suit any two places. 

 Each school presents a separate problem. It should be the 

 business of the primary teachers of each school to get together, 

 take stock of what is being done, and determine what is to be 

 considered in each grade. Suppose, by way of illustration, that 



2 ioc. cit. 



