FOREWORD. 



In the outlines here given definite form there are represented the observation, experimen- 

 tation and deliberation of some fifteen years' connection with the Michigan State Normal Col- 

 lege. They are the outcome of an attempt to discover the fundamental interests of the child, 

 the subject matter of the Nature Course suggested by these interests and the principles 

 underlying its presentation. Incidentally there is revealed the ideal relation to the Nature 

 Work of the thought and expression subjects of the primary school, including the manual arts 

 and domestic science. The course here presented has been nowhere given as now outlined, 

 but nearly all the topics suggested have been successsully tried in many schools. If the course 

 is found to possess anything of merit it is only because of the organization of material col- 

 lected from many different sources and its adjustment to the interests and capacities of the 

 child's mind. Acknowledgments are due to those authors whose works are cited in the various 

 reference lists. 



The continuous observation of typical children will convince any one that the mental 

 powers and interests of individuals are unfolded according to a general law. This law appears 

 to be the same as that which governed the development of the mental powers and interests of 

 the race in its attempt to secure a mastery over Nature. The solution of the problem has 

 necessarily followed evolutionary lines, and the steps in the reasoning are given in the first 

 four chapters. The course of study outlined in the last two chapters differs markedty from 

 those proposed by the followers of Herbart in that the basis of the work of the primary school 

 is found in the Nature Study rather than in Literature and History. The expression of the 

 race has been perfected and embellished by these last two subjects, but they themselves 

 were the outgrowth of man's contact with Nature, and in the early stages of presentation to 

 the child must acknowledge this relationship. Courses of study themselves are undergoing a 

 process of evolution, and the author believes that in the preparation and presentation of this 

 one he is, at least, looking in the direction in which such development is to take place. Lack 

 of space has prevented the elaboration of the various topics proposed, so that rather full refer- 

 ence lists are given for the benefit of those teachers who may feel the need of help in outlining 

 the actual lessons. An examination of the results to be secured will show that the work out- 

 lined is to reach the intellect as well as the emotions of the child, and be made to serve as a 

 substantial basis for the elementary science of the grammar grades and high school. President 

 Stanley Hall has aptly remarked, what so many teachers have felt, that Nature Study has suf- 

 fered from effeminization. 



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