A GRADED COURSE OF NATURE-STUDY 437 



stronger and more active, their power of observation is 

 keener and exerts more restraint upon their imagination. 

 They can comprehend details better, and with their in- 

 creased reasoning power they are able to compare, group, 

 and generalize more successfully. But on the whole their 

 interests are not very different from those of the preceding 

 grade. Therefore read the suggestions at the head of the 

 outline for Year III, page 424. The economic side of nature- 

 study and the apphcation of scientific principles interest this 

 grade more. 



In this grade geography begins to diverge as a formal study. 

 Yet the close connection with nature-study requires a good 

 deal of correlation between the two. Some phases of the 

 geography can be more effectively taught as nature-study, 

 earth forces for example, and the plants, animals, and mineral 

 resources on which the great industries depend. 



Suggestions for correlated art study — see page 57. The asterisk indicates 

 subjects for drawing, painting, etc. Numbers indicate general reference list, 

 page 521. 



Throughout the Year 



Earth StuCy: Local physiographic features. (V, 326, 

 327, 328, etc.) Pebbles. Why they are round. Collect in 

 a brook * or along a lake shore.* Observe the rolling and 

 chafing of the pebbles. Experiment with angular soft stones, 

 and rub off the corners. (V, 326, 327, 328, etc.) 



Clay: Begin in pottery to interest children in the nature 

 and origin of clay. Visit clay bed, brickyard, pottery. (343, 

 324, 332, 339.) The story of the potter. (U, S, T.) 



Granite : Visit ledges,, or observe boulder. Note bleached 

 appearance outside as compared with freshly broken pieces. 

 Note the pitting on the outside. This is due to the decay or 



