324 NATURE-STUDY REVIEW [14:8— Nov., 1918 



In the intermediate grades and the junior high school, the nature 

 work and geography are so closely related that they go hand in 

 hand. In grades four, five and six, the six hours a week given 

 to the two subjects are divided equally between the geography 

 and the nature-study classes. In the seventh grade, geography 

 study predominates, receiving five hours a week. During this 

 year, the nature-study work is continued in its close relation to 

 geography but the emphasis is particularly on geography the 

 definite study of which closes in this grade. In the eighth grades, 

 predominance is given to elementary science which is followed 

 by general science in the ninth grade. 



The physiology and hygiene work is considered a part of the 

 nature-study and elementary science course. The personal 

 hygiene phase is studied in close relation with the physical training 

 department which has the equipment and the desired atmosphere 

 for accomplishing the best results. The experimental phases of 

 hygiene are emphasized in the science class. In the "Health and 

 Clean Up" committee, the children make and establish means for 

 enforcing rules regarding personal and room cleanliness. 



To carry out projects which are undertaken, correlation in a 

 broad sense of the term is essential. To solve the problems 

 involved, help from all departments is necessary. For example, 

 in the garden project, many subjects are concerned. The cata- 

 logues from the various seed houses and the seeds from the govern- 

 ment are secured as a result of letters written in the English 

 classes. In the manual training classes, the germinating boxes 

 and stakes for the garden are made and the hoes and rakes are 

 kept in repair. In the arithmetic classes, the pupils are taught 

 the best way to keep accurate accounts from which they are able 

 to give definite results as to gain or loss resulting from their 

 undertaking. In the domestic science classes, the best methods 

 of preparation of vegetables for the table and preserving or 

 storing for the winter, are studied. The pupils discuss the value 

 of the garden products. They learn to recognize quickly the 

 qualities desired when buying vegetables. Many of the vegetables 

 grown in the school gardens are sold to the classes in cooking. 

 The location, soil, moisture and drainage of the gardens concerns 

 the geography class. 



The garden work closely unites the school and the community. 

 The school garden serves only as a laboratory where boys and 



