HOKTz) COV/\S/ "I \ iTf'fiK-.srihV 189 



materials for use in school work. It has been found that certain 

 kinds of work are most appropriate psychologically and educa- 

 tionally in certain grades. In different locations the materials 

 used may vary, but the processes used in a given grade are the 

 same. This variation in the particlar materials used must often 

 be had in nature-study, since the materials of nature are so 

 diverse in different localities. The same thing is true, however, 

 to less extent in arithmetic. For example, the sale of cotton in 

 one locality may furnish the basis for work in arithmetic, and 

 in another the sale of wheat furnishes this basis. But the arith- 

 metical processes involved are uniform — their significance is seen 

 through local manifestations. It is so with nature. We need to 

 use for study those processes that are appropriate to definite 

 stages of pupil advancement, and select our material from our 

 local environment. 



THE COURSE OF NATURE-STUDY IN THE ELEMENTARY SCHOOL 



By FREDERICK L. HOLTZ, D£partment of Nature- Study, Brooklyn Trainmj: Sdiool 



for Teachers 



Looked at superficially, nature-study courses seem hope- 

 lessly divergent. Examined more carefully, many of them reveal 

 certain principles of construction that they have in common. 

 Some of the principles it is the purpose of this paper to point out 

 and consider. We need never expect to find identity of topics 

 nor even a similar order of topics in all courses — this is not even 

 desirable — but we should come to an agreement as to the prin- 

 ciples by which those topics are selected and arranged. 



The complexion of the nature course depends primarily 

 upon the aim or purpose of the course. Without arguing the 

 relative merits of the culture aim, the aim of imparting informa- 

 tion, the aim to train for habits of observation and independent 

 thought, I think we all agree that nature-study would not be 

 serving its fullest purpose were it to ignore either or any of these 

 aims. By the cultural aim, we mean the aesthetic and ethical 

 treatment of nature-study, by which the child appreciates and 

 enjoys nature directly, or indirectly through literature, geography, 

 etc. Under this aim we should place a large body of facts not 

 necessarily useful, but still aflFording satisfaction to mere curiosity 

 or speculation. The identification of nature objects must be 

 placed here in part. While I see the danger of sentimentalism 



