8o THE NA TUKE-STUD Y RE VIE W [3 : j-mak., .907 



and commercial geography that each may aid in the interpreta- 

 tion of the other. 



The first paragraph in the Oshkosh State Normal School 

 Bulletin for May, the "Nature-Study Number," defines nature- 

 study in the following terms : 'Tn general terms nature-study is 

 a study of one's natural environment. This study should be 

 carried on in such a way as to bring about the most perfect ad- 

 justment of the individual to that environment, to the end of 

 using it for the highest good. Nature-study is learning those 

 things in nature that are best worth knowing to the end of doing 

 those things which make life most worth living." We could ask 

 no better definition, but this definition is often lost sight of in 

 nature-study and in the selection of material for the nature-study 

 garden. 



The school-garden seems as necessary for the teaching of 

 industrial and commercial geography as it does for the teaching 

 of nature-study, but the selection of materials for the nature- 

 study garden does not meet the demands of industrial and com- 

 mercial geography ; on the other hand, the selection of material 

 in the interests of industrial and commercial geography would 

 meet the demands of nature-study. 



In considering the great human industries, agriculture and 

 stock-raising are first in importance. These two industries place 

 man's food supply on a permanent basis. It is a matter of his- 

 tory that men have not emerged from savagery until they have 

 placed their food supply upon a permanent basis. 



Our country holds the first place as an agricultural nation, 

 and leads the world in the production of all varieties of livestock 

 except sheep. Corn is our leading and most valuable crop, 

 averaging over two billion bushels, and forming seventy-five 

 per cent of the world's supply. Less than one-tenth of this 

 prodigious yield is usually exported in the form of corn. The 

 greater part is fed to livestock, especially cattle and hogs. Hence 

 a large part of the corn crop is exported in the form of meat. 



The school-garden should illustrate corn culture, pupils ob- 

 serving time of planting, care of the growing plants, and time 

 of harvesting. They should note the time elapsing from day 

 of planting to day of harvesting. They should note the char- 



