A GRADED COURSE OF NATURE-STUDY 425 



quence in the lessons. Causal relations, adaptations, and 

 comparisons, and grouping can be worked out a little more. 

 The method of presentation, although it should still be some- 

 what conversational, should be more formal. The collect- 

 ing instinct may be utilized, and the sympathetic attitude to- 

 ward nature should be preserved and extended to an active 

 protection of birds, flowers, etc. Develop the aesthetic ap- 

 preciation of nature. The work of this grade is immediately 

 preliminary to formal geography, hence the geographic ele- 

 ment is emphasized. The nature work may be aided by 

 written tasks, drawing, painting, etc., and by supplementary 

 nature readers. 



For suggestions for art-study in connection with nature-study, see p. 57. 

 The asterisk indicates subjects suitable for art treatment. The letters indi- 

 cate primary references, p. 511; the numbers, general reference list, p. 521. 



Throughout the Year 



Industrial: Review briefly our chief needs and the 

 sources of food, shelter, materials, clothing. Study of textile 

 art.* Make a study of Indian life — Hiawatha.* Apply 

 the above. (U, S, N.) Discuss division of labor and trades, 

 origin and advantages. (U, T.) Domestication of animals, 

 advantage over hunting and fishing. Planting of crops, 

 advantages. (D, U, 60.) Shepherd life* (Arabs, early 

 Jews). (U, V, T, 60.) Agriculture and man, origin, advan- 

 tages of the farmer, dependence of others upon him. (U, V, 

 T, R.) City life,* stores, transportation, lighting, etc., briefly 

 considered. City industries. Relation of the city to the 

 country. Commerce. (V, T.) Stories of people in other 

 lands to give idea of different climates, products, and modes 

 of living. (W, V.) 



