No. 6. DEPARTMENT OF AGRICULTURE. 311 



tliem, are far better for study than the finer flowers or minerals from 

 oiher localities, or birds and insects of other land.s. After the child 

 lias studied that which is nearest, he can make this a foundation for 

 the study of what is more distant. 



Teachers will find that each year's experience with nature study 

 will open their eyes to new and better material close to their schools 

 or homes. At first they think they must go miles for what they 

 want. Later they will find just as good or even better material in the 

 ^ery trees under which they have walked for years, along the roads, 

 in the back yards about the school. 



This brings us therefore to the element affecting the selection 

 and arrangement of material, the influence of physical and local con- 

 ditions. Probably the physical conditions having the greatest and 

 widest influence are the seasons and climate. This determines very 

 largely the general character of the material which can be obtained 

 for studj'. During part of the year, spring, summer and autumn, 

 plant and animal life is abundant. During the winter, late autumn 

 and early spring, in large sections of our country, organic nature is 

 largely dormant. 



It seems wise and necessary to emphasize the study of living or 

 organic nature, such as plants and animals during the spring, sum- 

 mer and autumn, and of inorganic or dead nature, as minerals, 

 during the late fall and winter and early spring. 



During the spring months the plant world is bursting into life and 

 attracting the attention and admiration of even the least observant 

 puj)ils. The material for showing development and life is then most 

 abundant. In the autumn the plants are finishing their work, and pre- 

 paring for their winter rest. Jt is better therefore to dwell upon 

 plant study during the spring in all grades. In the fall the mate- 

 rial for animal study is at least as abundant and as easily obtained 

 as in the spring. Some material, such as caterpillars and butter- 

 flies and many common insects is much more abundant. Therefore 

 we should dwell on animal study during the fall months. 



This assignment of subjects to the seasons cannot be rigid. Some 

 phases of animal life, such as the return, nesting, life history and 

 songs of birds, and the development of frogs, must be studied in the 

 spring. Much plant work, such as the ripening and dissemination of 

 seeds, the fruits and grains, can only be studied to advantage in the 

 fall. The study of evergreens seems most seasonable in the winter, 

 because they are evergreens, and in the primary grades because of 

 their relation to Christmas. The work for each month will be large- 

 ly determined then bv climatic conditions. The schools in the coun- 

 try have the best environment for nature study; they are surrounded 

 by, yea, almost immersed in nature. The special aim is, therefore, 

 to inspire and develop an interest in the i)lant as something living. 



