14 OUTLINE OF XATURE STUDY. 



cult and complex topics are left until the later years. Physical sciences 

 are strongly emphasized during the last two or three years, on account of 

 their gi-eat practical value, in accordance with the idea, already advanced, 

 that the work of the later years of the course should be more and more 

 grouped about man as a center. The topics requiring better developed 

 reasoning powers are left until these last years. 



The "field lesson" topics are those which must be studied out of doors, 

 if their study is to be of much value. 



ABRIDGING AND ADAPTING THE COURSE. 



In the practice school nature study and its related work in expression 

 and literature is allotted (throughout the year) thirty minutes daily dur- 

 ing years one to three, one hour daily during years four to six, and one 

 hour three times a week during years seven to nine. Experienced teachers 

 could do in less time the work outlined. In the school of pjractice this 

 work is all done by pupil-teachers. 



To aid those who may wish to abridge or select from the course, the 

 more important topics are printed in ordinary type, while those which 

 seem least important are printed in italics. In general, the topics are 

 arranged, in the work for each month, in the order of their importance, 

 considering the general plan of work; usually the easiest or simplest topics 

 are placed first. 



Plant study will be found the easiest in beginning work. Plants are 

 abundant and easily obtained, are easily preserved, and simple and readily 

 studied by each pupil, and are attractive to all ; usually teachers know 

 something about plants, much more than about animals or minerals. Plant 

 study also correlates move readily with literature. Animals and minerals 

 are at first much more difiicult than plants. 



It seems wise, also, at first to leave the teachers considerable latitude. 

 In this Avork, particularly, teachers will succeed very much better with 

 topics in which they themselves are interested. 



When first taking up nature study in other schools, it is urged that 

 during the first year of nature study the work be largely confined to 

 plants during fall and spring, and to elementary physics, water, air and 

 heat, during the winter months. During the second year more can be 

 done with animals and minei'als. 



In beginning systematic science work it is impossible, of course, to 

 follow at first a graded course of study. The work outlined for the upper 

 grades requires, and is based upon, the work in the lower grades. It is 

 recommended that, in beginning systematic science work, during the first 

 year all pupils in grades two to four follow the work outlined for the 

 second year, and all pupils in grades above the fourth follow the work 

 outlined for the third year, adding, in the upper grades, such topics as 

 may seem wise. By doing this, good foundations will be laid for definite 

 work in the future in all grades. 



