Patterson] PROGRESS IN NATURE-STUDY 61 



best courses it takes largely the form of habit forming projects with 

 inspection, health records, surveys and the like. In short, it is the 

 nature-study method applied to this subject. The old sort of 

 recitation physiology is fast disappearing. . 



In our own school in the lower grades we are giving one day each 

 to the discussion of health topics and a few minutes every day to 

 habit forming reports, inspection, games, etc. 



In our seventh and eighth grades we are for the first time endeav- 

 oring thru experiment to give the children a simple scientific back- 

 grotind for their work in physiology and hygiene. 



In some courses this kind of work is designated as civic nature- 

 study, by others as community sanitation. Some of the practical 

 suggestions are "clean up day," "street surveys," "back yard 

 inspection, fly and mosquito campaigns." 



In the field of physical science also the more recent courses are 

 attempting to plan the work more in line with child life and 

 interests. A voider use of toys, playground apparatus and home 

 and school equipment are suggested. Probably one of the best 

 illustrations of the use of toys is found in the outline used in the 

 school of education in the University of Chicago and in Dr. 

 Downing's Laboratory Guide in Physical Nature-Study. 



In the use of games and playground apparatus the course by 

 Gilbert Trafton used in the Mankato Normal School gives a num- 

 ber of suggestions for the various grades. 



The Illinois State Course revised two years ago contains sugges- 

 tions for the use of home and school equipment. 



Some other rather interesting variations in method are found in 

 a few courses. 



In St. Louis, for example, there are not the large number of topics 

 for the different grades found in other courses. Instead one or two 

 main subjects are chosen which are studied much more in detail 

 than in other places. For example the work of the sixth grade for 

 the entire year is based upon sky study, stars, constellations, moon, 

 sun, planets, with the last part of the year given to a detailed study 

 of light, natural, artificial, reflection, refraction, etc. A statement 

 at the head of the course says that this new plan is to be thoroughly 

 tested by principals and teachers before issued in permanent form. 

 It is an interesting experiment. The question, of course, that must 

 eventually be settled, or settled as nearly as maybe, is which is 

 more educational, which will leave the children more independent, 



