trafton] outline OF NATURE-STUDY 



109 



In the grammar grades a study is made of weeds, insects, and 

 birds in their relation to agriculture. 



The distribution of these phases by grades is shown in the follow- 

 ing diagram: 



Ph/tic«l Nttur« Study 

 Hygi.nic N.tur. Study 



- Ajpicultupil N>tur« Study 



Hygitnio N«tur« Study ^ ,„ 1 ^^-^^_^ 



I Biological Nltur* Study 



Distribution of phases of Nature-study thruout grades 



The Seasons — The natural activities of the season have been 

 followed, the various plants and animals being studied when they 

 are most in evidence. This puts the agricultural and biological 

 phases in the fall and spring, leaving the physical, astronomical, 

 and hygienic phases to be taken up during the winter. In the fall 

 special attention is given to fall flowers, trees, and insects; and in 

 the spring to spring flowers, birds, and gardening. 



In the study of trees, the same species is studied thru one grade 

 in the fall, winter, and spring, thus showing the different aspect 

 of tree activities. 



In the fall certain groups of flowers and vegetables are studied. 

 In the following spring the seeds of these same flowers and vege- 

 tables are suggested for planting. In the fall some bulbs are 

 studied and planted both indoors and outdoors. In the winter 

 and spring the flowers which develop from these bulbs are studied. 



Such a large proportion of the Minnesota school year comes dur- 

 ing the cold months, that special plans should be made to improve 

 the opportunity offered during the first half of the fall term and 

 the last half of the spring term to study plants and animals in 

 their outdoor activities. In order that the greatest advantage may 

 be taken of these seasons, a brief seasonal outline of topics is given 

 for the fall and spring terms, immediately following the main out- 

 line, suggesting the order in which the various topics may most 

 effectively be studied. 



Age of Child — In the assignment of topics according to age, which 

 is the fundamental consideration; for the primary grades those 

 plants and animals have been chosen which the children could 

 most naturally and easily be lead to observe, on account of their 

 bright colors, size, activities, or common occurrence. The chief 

 emphasis is placed on identification. 



