o latter and also with
an electric bell. Explain the application of the above in the electric
telegraph and motor. Simple demonstration of pressure of steam; history
and uses of the steam-engine. (See pp. 259-60.)

SPRING

INJURIOUS AND BENEFICIAL INSECTS AND BIRDS:

Identification of noxious insects and observations thereon; study of
representatives of common families of birds, as thrushes, warblers,
sparrows; economic values of birds. (See pp. 283-5 and 286-7.)

AQUATIC ANIMALS:

Observation exercises upon the habits, movements, and structures,
including adaptive features of aquatic animals, as crayfish, mussel,
tadpole, etc. (See pp. 285-6.)

ORNAMENTAL AND EXPERIMENTAL GARDEN PLOTS:

Experimental plots demonstrating the benefits of seed selection;
ornamental plots of flowering perennials and bulbous plants; how to
improve the school grounds and the home lawns. (See pp. 270-3 and
263-5.)

TREE STUDIES:

Comparison of the values of the common varieties of shade trees, how to
plant and how to take care of shade trees. (See pp. 280-2.)

THE FUNCTIONS OF PLANT ORGANS:

Examination of the organs of common flowers; use of root, flower organs,
fruit, and seed. (See pp. 273-8.)

ECONOMIC STUDY OF PLANTS:

Plants of the lawn and garden; weed studies. (See pp. 263-5, 270-3, and
278-9.)

RELATION OF SOIL AND SOIL TILLAGE TO FARM CROPS:

Study of subsoils; capillarity in soils; benefits of crop rotations and
mulching; experiments in fertilizing, mulching, depth of planting, and
closeness of planting. (See pp. 265-7.)

NATURE STUDY

CHAPTER I

THE AIMS OF NATURE STUDY

Nature Study means primarily the study of natural things and preferably
of living things. Like all other subjects, it must justify its position
on the school curriculum by proving its power to equip the pupil for the
responsibilities of citizenship. That citizen is best prepared for life
who lives in most sympathetic and intelligent relation to his
environment, and it is the primary aim of Nature Study to maintain the
bond of interest which unites the child's life to the objects and
phenomena which surround him. To this end it is necessary to adapt the
teaching, in matter and method, to the conditions of the child's life,
that he may learn to understand the secrets of nature and be the better
able to control and utilize the forces of his natural environment.

At all times, the teacher must keep in mind the fact that it is n