Sylvester] NATURE-STUDY IN CITY DISTRICTS 20 t 



repulsive. For this reason they should not be grouped together, 

 but should be distributed in other years. 



If more correlation is attempted, considerable shifting of other 

 topics will be necessary. 



6. The syllabus should be revised so as to provide better for 

 correlation with geography, physiology and hygiene, manual 

 training and domestic economy. 



7. Provision should be made for nature-study in the sixth 

 year. 



8. More physical nature-study should be taught in years 

 below the seventh. 



9. School-gardening should be provided for in the syllabus. 



10. The syllabus should contain more suggestions on method, 

 treatment, illustrative material, experiments, etc., and should 

 contain common references on the chief topics. 



11. Practical suggestions should be included in the syllabus 

 concerning material, collecting places, other sources of supplies, 

 aids given by museums and other institutions, etc. 



NATURE-STUDY IN CONGESTED CITY DISTRICTS 



By EMMA SYLVESTER 



Report of a committee to the Xew York City Section of the American 

 Nature-Study Society, Emma Sylvester, Principal of P. S. 35, chairman. 



A large number of reports from teachers, assistant principals 

 and principals of schools located chiefly in congested districts of 

 New York City, forms the basis of the following report. 



The material seems to fall naturally into the following divisions: 

 (1) A general review of the nature-study movement, its aims, 

 and how these are to be realized. (2) The course of study in 

 New York City, with special reference to congested districts. 

 How do our results compare with the aims referred to above f 

 (3) Suggestions for making the course better fitted to needs in 

 crowded districts. 



Educational aims and ideals have, in the past, undergone many 

 a change; but in spite of this fact, they are still in process of 

 development and constant readjustment. In "The Meaning of 

 Education," Dr. Nicholas Murray Butler lays stress on what may 

 be called the child's "intellectual inheritances," and he says in 

 effect, that the aim of education is to place the child in possession 



