RELATION TO HEADING AND LITERATURE. 273 



It must be remembered that we are considering pri- 

 mary reading only so far as it is correlated with and 

 based upon nature study. Part of the reading should 

 be correlated with the other centre of education, man 

 study ; should be based on story-work, on what the chil- 

 dren know of their home-life and the home relations, 

 and on what they are told of the homes and lives of 

 other children and other people. It is believed that 

 nature study should be given more prominence than 

 man study in work in the primary grades, because it 

 appeals more directly to the children's senses, the 

 avenues through which little folks must gain their 

 ideas, and because nature study involves more self- 

 activity than story-work. 



In the upper primary grades, and in grades above 

 these, the reading-lessons cannot be based so directly 

 on what the pupils observe, and the purpose of the 

 reading-lesson becomes, more and more, to gain infor- 

 mation and thoughts and inspiration, rather than to 

 express in the best form what has been gained by the 

 children through their senses. Close correlation of the 

 reading with nature study or man study becomes more 

 difficult and less important. 



Now comes the time for 'supplementary reading as 

 distinguished from what may be called expressive read- 

 ing. This supplementary reading may be divided, in a 

 general way, into two classes, that which is mainly 

 intended to broaden the knowledge, what may be 

 designated as reading for information ; and that which 



