38 THE NATURE STUDY COURSE. 



Additional for Grades Three and Four (3rd and 4th years). 



Observation work of this grade should receive the following modi- 

 fication: — The field should be widened and some supplementary 

 reading introduced ; home geography should be given a more definite 

 place on the school programme. Topics not directly within the range 

 of the pupil's observation may be studied whenever the relationship is 

 close to actual experience. Drawing, as a means of expression, should be 

 emphasized at every point. The literature bearing on each topic should 

 be read by pupils and teachers. 



Additional for Grades Five and Six (5th and 6th years). 



The work of Grades Three and Four should receive the following 

 extensions : — There should be greater emphasis placed upon the 

 practical side of the work. Considerable attention may be given to 

 manual-training, experiments, finding the reason of things, and prac- 

 tical application of knowledge. While retaining the spirit of Nature 

 Study, the teacher's aim should be in the direction of a more logical 

 arrangement, a more systematic treatment and a simple classification. 



Additional for Grades Seven and Eight (7th and Sth years). 



The work should be similar in character to that of Grades Five and 

 Six, but should be still more scientific as to logical arrangement, 

 systematic treatment and classification. 



The relation to the practical affairs of every day life should be made 

 more prominent and as much opportunity as possible should be given to 

 manual work by the pupils, e.g., making simple apparatus, performing 

 suitable experiments, etc. 



The interests in these grades are directed more toward economic 

 values — toward the controlling of the forces of nature, toward the 

 understanding of observed facts, and toward the making of new 

 applications of physical principles. 



Freedom is the key-note of these general directions. The 

 range of the particulars will be found to be so extensive that 

 teachers will seldom find it desirable to go outside of them. 

 The children's interest and environment rather than the pre- 

 scriptions of the course are to be the determining agents in 

 the selection of topics. There is no danger of the teacher 



