ItTincrals, Kocks, anb (Bcologij. 



INTRODUCTION. 



During the first cj^cle (first four years) the work is limited to the study 

 of the common earth-forming rocks ("earth materials"), and the processes 

 by which these have been formed and are being changed. The study is 

 pursued mainly as a preparation for geography. 



During the second cycle minerals are considered mainly in their eco- 

 nomic or practical relations, their use to man, and their occurrence, mining, 

 transportation, and uses are studied. 



Considerable attention is given to rock disintegration and soil-making, 

 and to the work and effects of rain, waves, streams, and ice in wearing away, 

 transporting, and depositing materials. In this work and in the study of 

 water, air, and heat, as outlined in the course in Physics, the pupils inves- 

 tigate the "earth i^rocesses," the processes by which the earth has been 

 and is being changed, and gain some idea of the life of the earth. 



FIRST YEAR. 



No work with minerals. Living nature, plants and animals, and the 

 forms of water have been found more attractive and better adapted to 

 pupils of this grade. 



SECOND YEAR. 



Object of Work. — Mainly to interest children in and to give them some 

 understanding of the life history of limestone, sandstone, and soil — the 

 story they tell of changes, and the cause of these changes. 



Limestone. — Formation, distinctive characteristics, fossils, and crystals 

 (November and December). Lead from study of snails (in animal study), 

 and the formation of the shells of snails and clams, to the fossil shells in 

 the limestone and their story. Or from the study of the formation of 

 crystals (use blue vitriol, alum, and rock candy) lead to the crystals in the 

 limestone, and the story they tell of the way in which the limestone has 

 been formed. In both these lines of thought the children should bring to 

 school and study teakettle incrustations. They will help them to under- 

 stand how limestone has been formed. 



Sandstone. — Begin with quartz, emphasizing its hardness (scratches 

 glass easily) and glassy appearance. Study or tell about quartz crystals, 

 and show how crystals are formed. Lead from quartz to sand, which is 

 merely broken up or finely crystallized quartz. Show how sand can be 



