NATURE STUDY IN THE ELEMENTARY GRADES. 



In the selection and treatment of the subjects of the lessons, each 

 fact or phenomenon should be treated in the earlier grades as isolated 

 facts. That is, they should not be thought of as parts of some of the 

 formal sciences. 



It is advisable not to start with the attempt to see the "plant as a 

 whole," the "animal as a whole," or anything in too great a number of 

 relations. There is a better time for this sort of work later. Every 

 conception now gained may be made use of in future work, but what 

 use is to be made of it need not be kept in mind during the lesson now. 

 It is certainly best for the teacher to keep himself free to make use of 

 all the thoughts, questions and interests which may arise in the child 

 suggested by the object or experiment. 



The object of the work is not that by the end of the term a certain 

 number of deiinite facts are to be learned, but rather that a certain 

 amount of time may be spent in seeing, thinking and enjoying. 



The object may come from any source, the plant, animal, or non- 

 living world. 



As far as possible introduce lessons which will allow the putting of 

 questions and problems to be solved by the children. Give them time 

 for this, be in no hurry to get the answers and adopt some means to get 

 as many individual answers as possible. Keep lists of questions which 

 the children may ask. From these valuable suggestions may be drawn 

 for future lessons. 



The lessons may be made the subjects of written work, but obviously 

 the time of the lessons is not sufficient for the written account. It may 

 be made a part of the language work. Written accounts of the Nature 

 lessons may be asked for at any time. 



To make a start we will begin by planting seeds, and making some 

 aquaria for water forms of plants and animals. Into the aquaria sala- 

 manders' and frogs' eggs will be placed. While these are growing and 

 developing we will introduce lessons on phenomena of non-living things, 

 beginning with heat. Following this are directions to assist in this be- 

 ginning. 



These are chosen as suggestions only. Anj' one at anj^ time should 

 be perfectly free to substitute for these other lessons which the time and 

 circumsl ances may show to be better. Uniformity in facts is not sought 

 for, but in the spirit, method and results as judged by the intellectual 

 progress of the child. 



As far as possible have the children do the work of planting, experi- 

 menting, taking care of aquaria, etc., etc. 

 Seed Planting. 



BEANS, PEAS, CORN, WHEAT, MUSTARD. 



I. To arrange for plants in all stages of growth, plant in soil as fol- 

 lows: 



