242 NATURE STUDY REVIEW [9:8— Nov., 1913 



The state courses with but few exceptions, group the matter all 

 under two headings The work of the six lower grades is called 

 Nature-Study, while that of the seventh and eighth grades is 

 •terraed Agriculture. One state calls the entire course Agriculture 

 altho the material is essentially the same as that of the other states. 

 Some make the division at the fifth grade, calling the work of the 

 four upper grades Agriculture. Several advocate the use of a text 

 book in the grammar grades. 



The method of presenting the work in nature-study is not easy 

 to determine from a mere outline. However, the content of the 

 courses as well as statements in the prefatory notes, give one a 

 fairly good notion of the plan of attack that the authors of the 

 courses have in mind. One states: "The teachers should bear in 

 mind that the pupils in this work are discoverers, and should place 

 them in such relation to the subject as to make their investigation 

 profitable." Another says: "The teacher must have a strong 

 conviction that nature-study if it fulfills its mission, must bring 

 children into actual touch with real things." A third states: 

 "The best teaching consists of the minimum of instruction by the 

 teacher and of the maximum of study and inference by the pupils." 

 A fourth statement: "Progress and results will depend not so 

 much on the topics as on the method of presentation and treatment. 

 This should be such as will enable the pupil to gain not only a sym- 

 pathetic interest and knowledge of the phenoraena of nattire, but 

 also an understanding of their fundamental association with life, in 

 other words, of their economic values. ' ' Books form no part of this 

 study. The child here must get sense contact of the world around 

 it through the eye, ear, touch and smell." 



Observation and handling of material are emphasized throughout 

 the courses. The field excursion, observation of objects at home 

 and on the way to school, and encouraging the children to bring in 

 interesting objects, are suggested in more than ninety per cent, of 

 the courses. 



Muscular aptivities of children as related to the nature-study are 

 given prominent recognition. The field excursion has already been 

 mentioned. The care of pets is suggested in sixty per cent, of the 

 courses. Fish and larvae of water insects in aquaria, insects in 

 terraria, pet toads, cats and dogs, canaries, and pigeons are all 

 named as interesting pets to have in the school rooms for the lower 

 grades. 



