SELECTION AND SEQUENCE OF MATERIAL. 317 



mals, during the spring, summer, and autumn, and of 

 inorganic or dead nature, minerals, physic, and chemis- 

 try, during the late fall, winter, and early spring. Dur- 

 ing the spring months the plant world is bursting into 

 life, and attracting the attention and admiration of even 

 the least observant. The material for showing develop- 

 ment and life is then most' abundant. In the autumn 

 the plants are finishing their work, and preparing for 

 their winter's rest. It seems wise, therefore, to empha- 

 size plant study during the spring in all grades. 



In the fall the material for animal study is at least 

 as abundant and as easily obtained as in the spring. 

 Some material, such as caterpillars and butterflies and 

 many common insects, is much more abundant. Hence 

 it seems wise to dwell on animal study during the fall 

 months. 



This assignment of subjects to the seasons cannot be 

 rigid. Some phases of animal life, such as the return, 

 nesting, life history, and songs of birds, and the devel- 

 opment of frogs, must be studied in the spring. Much 

 plant-work, such as the ripening and dissemination of 

 seeds, the fruits and grains, can only be studied to ad- 

 vantage in the fall. The study of evergreens seems 

 most seasonable in the winter because they are ever- 

 greens, and in the primary grades because of their 

 relation to Christmas. 



The work for each month will be largely determined 

 by climatic conditions. The course of study given in the 

 next chapter is planned to meet the climatic conditions 

 of the extreme Northern United States, Minnesota, 



