AGRICULTURAL NATURE STUDY OUTLINES 
85 
c. Work of the leaves; 
d. How flowers are pollinated; 
e. How seeds are scattered and planted, p. 21. 
6. Nature study related to science and has practical lessons of the 
future farmer, p. 21. 
7. “Why not nature study along lines of agriculture solely?” p. 21. 
8. Why not provide recreation for a boy in hoeing corn rather than 
in playing ball? p. 21. 
9. Reasons for selecting wild flowers for beginning nature study of 
plants, p. 22. 
10. Interests of farmers along what lines, p. 22. 
11. Why necessary for the farmer to have a wide knowledge of plants 
and animals, p. 22. 
12. Elements that make the ideal farmer, p. 22. 
13. How may a farmer have a true appreciation of his farm? p. 22. 
14. “ Nature study is the alphabet of agriculture and no word in that 
great yocation may be spelled without it.” p. 22. 
B. Bailey, pp. 93-110. 
1. Difference between education for culture and education for sympathy 
for one’s environment, p. 94. 
2. Agriculture as a livelihood or the expression of the essential relation¬ 
ships of man to his planet home. p. 95. 
3. The primary educational course for the development of the race. 
p. 95. 
4. What constitutes effective living in the open country? p. 96. 
5. Specific agricultural phases of environment need a foundation and 
a base. p. 97. 
6. Nature study agriculture to be approached from an occupational 
point of view or from the educational and spiritual, p. 98. 
7. “All agricultural subjects must be taught by the nature study 
method, which is: to see accurately; to reason correctly, for what 
is seen; to establish a bond of sympathy with the object of 
phenomenon that is studied.’’ p. 100. 
8. Need of a laboratory of living things, p. 101. 
9. Three steps necessary to introduce agriculture into any elementary 
rural school, p. 102. 
10. Means for creating sentiment for agricultural work in schools. 
p. 104. 
11. “Appeal to greater efficiency of the farm alone cannot permanently 
relieve the agricultural status.” pp. 105, 106. 
12. Common schools to be based on the fundamental idea of serving the 
people in the very lives the people are to lead. p. 107. 
13. How the beginnings of the new order are seen. p. 107. 
14. Need of coordinate efforts outside the schools, p. 109. 
C. Coulter and Patterson, pp. 1-4. 
1. “It makes no difference whether we call it elementary agriculture 
or agricultural nature study; it is the same thing and should be so 
understood. It is the study of plants and animals, of soils and 
weather, of natural forces and phenomena, of the interrelations 
