OUTLINE OF NATURE STUDY. 11 



aud habits, life history, general structure, and a little of their classifica- 

 tion; also to investigate the common "earth materials," "earth forces," 

 and earth-making processes. During the second cycle the same ground, in 

 the plant and animal study, is gone over more thoroughly, studying more 

 examples, bringing in some new types, such as radiates among the ani- 

 mals, and the flowerless plants, and giving more attention to structure and 

 classification. In the physical sciences the work of the second cycle is 

 more thorough or intensive than during the first four years. 



STUDYING NATURE IN ITS RELATIONS. 



The work has been so planned that everything shall from the first be 

 considered in its relations. In watching, during the first three years, the 

 development of plants from the seed to the formation of the seed (the first 

 year, of one plant; the second year, of two somewhat similar plants ; the 

 third year, of two unlike plants), the pupils will leai'n to think of the plant 

 and of every part of the plant in its relations to the whole plant, to other 

 organs, to its surroundings, to other plants, to man and to God. The 

 observation of trees throughout the year serves the same purpose. Great 

 emphasis is also placed on the relations of the animal to its environment, 

 leading to the study of its life and habits and of the function of its parts; 

 to the past and future — its life history; to other animals, or comparison 

 and classification ; to man. The minerals and physical phenomena are also 

 studied in their relations and applications. This study of relations should 

 broaden the ideas and conceptions of the pupils. 



ADAPTING THE WORK TO THE CHILDREN. 



The life sciences, plants and animals, are emphasized in the earlier 

 years of the course, because it is believed that the study of life and of 

 living nature is better fitted to develop the higher nature of the child, the 

 spiritual and esthetic, and to cultivate his sympathies. Plants and ani- 

 mals also appeal more directly to the senses, while the study of physical 

 phenomena and forces requires better developed reasoning powers. The 

 latter are, therefore, more prominent in the later years of the course. 



The physiological and dynamical side of nature is studied in the earlier 

 years; the morphological and structural side, incidental with the younger 

 children, is more and more emphasized in the intermediate and upper 

 grades, leading to comparison and classification. At first, life, habits, 

 function, development, growth, and life history, the processes by which 

 our environment is being, has been, and will be changed, are made more 

 prominent; later, structure, or adaptation to function and work, and classi- 

 fication. 



In the earlier years the more interesting, simple, and obvious phases of 

 nature are studied, but nearly every subject is studied during two succes- 

 sive years. During the later years fewer subjects are taken up, but they 

 are studied more thoroughly. In the earlier years the work is extensive; 

 in the later years, intensive. 



