ANALYTICAL TABLE OF CONTENTS. xix 



I. THE PRIMARY READING-LESSON (Continued) PAOE 



C. Suggestions for primary reading-lessons 268 



1. Making them models for individual written work. 



2. Keeping statements in order or sequence. 



3. Supplementing ideas gained from children with 



higher and broader ideas. 



4. Value of literary gems. 



II. NECESSITY OF BASING PART OF READING WORK ON MAN STUDY 273 

 III. SUPPLEMENTARY READING BASED ON NATURE STUDY . . . 273 



A. Two classes of supplementary reading . . . . . . . 274 



1. Reading for information. 



2. Reading for inspiration literature. 



B. Reading for information ' 274 



1. Purpose. 



2. Characteristics. 



3. Relation to nature study. 



C. Reading for inspiration literature 275 



1. Greater educational value. 



2. Relation to nature study. 



3. Necessity of reading real literature. 



a. Avoiding mere rhyme or "jingle." 



b. How select the best. 



4. Value to children of reading what is above them 



rather than below them. 



5. Manner of reading literature. 



a. Determined by aim inspiration. 

 6. Reading so as to give the thought. 



c. Reading again and again. 



d. Avoiding excessive analysis or dissection. 



6. Value of literature to nature study. 



CHAPTER XIII. 



Relation of Nature Study to Geography and Arithmetic. 

 RELATION TO GEOGRAPHY. 



I. DEFINITION OF GEOGRAPHY 281 



A. Geography is "earth study" 281 



1. Must be real "earth study," based on sense-per- 



ception. 



2. Must begin with what is nearest. 



3. Physical geography must precede political geog- 



raphy. 



4. Geography in German schools. 



