12 OUTLINE OF NATURE STUDY. 



While in nature study, as in all other school work, the child is every- 

 where and in everything the center, there are two subordinate centers, 

 like the two foci of an ellipse — the child in his relations to his physical 

 environment, or nature, and the child in his relation to his intellectual 

 environment, or man. Above all, and including all, are the child's rela- 

 tions to his spiritual environment, or God. In the earlier years nature is 

 the main center, because the physical environment appeals more directly 

 to the senses ; emphasis should then be placed upon personal observation 

 of nature. In the later years of the course man is made more prominent. 

 This leads to the study of the discoveries man has made; the way in w^hich 

 he has grouped natural objects, leading to systematic science; the use 

 man has made and is making of nature, bringing out the practical side — 

 mining, manufacturing, and commerce — and correlating the work with 

 geography and history; the thoughts which nature has inspired in other 

 minds, leading to litei'ature and art. 



In the earlier years of the course the thoughts of protection and care, 

 of mutual dependence and mutual helpfulness, are emphasized, particu- 

 larly in the plant and animal study. These phases of life appeal most 

 strongly to young children. In the later years the attention of the pupils 

 is drawn more to the order and system and law shown in nature. An 

 effort is made to have the older pupils look at nature broadly, to think of 

 the purpose and plan manifested in the world around them. It is believed 

 that such thoughts, coming direct from nature herself, will, on the one 

 hand, lift the pupils toward the Protector and Orderer and Planner, and, 

 on the other hand, help them to better appreciate the relations of mutual 

 dependence and mutual helpfulness between them and their fellows, and, 

 indeed, between all phases of nature. 



ADAPTING TO THE TEACHER. 



It is believed that better work will be done by the teachers if, so far 

 as is possible, only one or two phases of nature are studied at the same time. 

 For this reason, and for others, in all grades plant study predominates 

 in the spring, animal study in the fall, minerals and the physical sciences 

 during the winter. Some phases of plant study, such as seeds and fruits, 

 must be and are studied in the fall, and some phases of animal study, such 

 as birds, in the spring. 



As teachers in general are more familiar with plants than with ani- 

 mals, and as it is easier for them to get, preserve, and study plants, special 

 emphasis has been placed on the plant study. Comparatively little atten- 

 tion (none until the fifth year) has been given to flowerless plants, as the 

 average teacher knows little about them. Provision is made for the study 

 of these during years five to eight inclusive. 



RELATING TO OTHER SCHOOL WORK. 



The work in minerals and in physics during the first four years has been 

 planned almost entirely with reference to its value as a preparation for 

 and aid in the study of geography. Minerals are considered as "earth 



