5 o2 NATURE-STUDY 



dependence upon the natural environment. His enemies. His 

 food, clothing, and shelter, and how he procured these. Dis- 

 covery of weapons. Trace in a simple way through the Stone 

 Age, the discovery of fire, of pottery, weaving, domestication 

 of animals, the shepherd stage, cultivation of useful plants, 

 the importance of agriculture in developing civilization, the 

 discovery of metals, invention, utilization of the forces of 

 nature, becoming more and more the master of the forces 

 and resources of nature, the age of steam, the age of electric- 

 ity. Consider the distribution of the races of man and modes 

 of life to adapt to climatic conditions. Some famous migra- 

 tions of races as the Greeks and Romans, the Goths, the 

 Saracens, the Angles and Saxons to England, the Huns, 

 etc., with some reference to the present shifting of peoples on 

 the earth and the reasons that impel them to migrate. Bring 

 out the dependence on nature in the case of modern civiliza- 

 tion. (Physical geographies, histories of civilization.) 



Extinct races of animals: Begin with the present destruc- 

 tion of animal life by man. Refer to other causes for extinc- 

 tion. Beaver, bison, the great auk. Fossils indicate what? 

 Stories of animals of the past. The mammoth. Purpose 

 of our game laws. Why is the closed season when it is? 

 Teach obedience to the game and other protective laws. 

 Game wardens. The American Sportsmen's League, the 

 Audujxm Society, Societies for the Prevention of Cruelty to 

 Animals. Urge to protect animal life not harmful to us. 

 (333> J 7i 33> 34, 100, 96, 113, 478.) 



PLANTS. 



GARDENING: Put garden in order. Collect flowers for 

 school-room decoration.* Exhibit flowers and produce 



