28 THE NA TURE-STUD V RE VIE IV [y i-jan., «,o 9 



order to make the determinations; moreover, they will make 

 tests at home. 



If the teacher of nature-study will make sure that the problem 

 she wants the children to solve becomes their problem, then her 

 work is already largely done and she will have done the most 

 valuable thing towards furnishing opportunities for, and a desire 

 on the part of children to work with, things in nature-study. 



III. Nature-study and Industrial Education. If industrial 

 education may be viewed as including education by means of the 

 materials of the industries, then nature-study is well adapted to 

 this end. For example, in the rural schools the boys could take 

 corn, wheat, and other grains to school and experimentally 

 determine the best lot for seed purposes, and the girls could 

 make similar tests with radishes, lettuce and other garden prod- 

 ucts; also the reason foi, and various methods of, preserving 

 fruits and other food materials. In city schools the work would 

 be of the same quality but with different things. In cities the 

 children could make first-hand studies of building materials, 

 lighting, heating, and local transportation; preparation and 

 preservation of fruits and vegetables found in the local grocery 

 stores. Also by means of window-boxes at school and school- 

 gardens they could try to determine the best two or three varie- 

 ties of plants for window-boxes at home, in back yards, or upon 

 lawns; they could grow several varieties of radishes and other 

 vegetables in order to determine which they think would be best 

 for market gardening. 



