Cornell University 
 Library 
 
 The original of tiiis bool< is in 
 tine Cornell University Library. 
 
 There are no known copyright restrictions in 
 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31924086755547 
 
COURSE 
 
 IN 
 
 Naturk Study, 
 
 FOR 
 
 DETROIT SCHOOLS, 
 
 BY 
 
 Supervisor LOUISE IVIILLER. 
 
 1896. 
 
 JOHN BORNMAN & SON, PRINTERS. 
 DETROIT. 
 
CL(o 
 
TO TEACHERS. 
 
 It is neither expected nor desired that all the work herein 
 outlined shall be accomplished, but that it shall prove largely 
 suggestive. 
 
 It is hoped all will grasp fundamental principles and teach 
 only that which is vital. Too much time is spent upon non- 
 essentials, and the great unity in nature overlooked. 
 
 Nothing should be taught in isolation, but the close rela- 
 tion between organic and inorganic should be emphasized. 
 Plants should be studied as the great animating principle, 
 forming a connecting link between dead mineral matter and 
 the highly organized animal life. 
 
 Constantly encourage pupils to collect material, to construct 
 apparatus, to observe all natural phenomena, and then grad- 
 ually lead them to discover relations. All knowledge is largely 
 a matter of relations. 
 
 After development of clear concepts through inductive 
 study of the thing, appropriate literature may be given as an 
 aid to language. 
 
 Each lesson should be made a basis for language, and 
 related to number, reading, and all forms of expression. 
 
 Much attention should be given to sense-training ; color, 
 form, texture, perfume, taste carefully noted. 
 
 The ethical value should always be prominently brought 
 out. 
 
 The pupils should be led to realize their place in nature 
 and to feel that they are but higher expressions of the same 
 energy which produced a drqp of dew or a world. 
 
 Louise Milleb, 
 
 Supervisor of Nature Study. 
 Detroit, Sept., 1896. 
 
FIRST GRADE. 
 
 SEPTEMBEE. 
 
 PLANTS. 
 
 Compare growth of twigs on different trees — ^maple, 
 horse chestnut, poplar, spruce. 
 
 Relation of insects to leaves^ — used as nests, for food, for 
 depositories for eggs, not disturbed. 
 
 Fruits. — Classification as to color and taste; reason for 
 color and taste. 
 
 AJSriMAIiS. 
 
 Migration of birds. Study cat and dog. Compare coats 
 as to texture, color, distribution, warmth and protection. 
 
 BLBMENTART GEOGRAPHY. 
 
 Construct a magnetic needle to determine directions. 
 
 Daily record of day, date, frost or dew, direction of wind, 
 clouds or fogs, rain, temperature. 
 
 Locate places in the horizon where the sun rises and 
 sets. Position of sun at noon; morning and evening star. 
 
 MINERALS. 
 
 Make collections of pebbles. Classify as to color, form, 
 smoothness, weight, etc. Examine coarse and fine sand. 
 Relate, to smoothness of pebbles, and effects of water. 
 
 NOTE. — In the study of trees, observations should be confined 
 to a few throughout the year. The shape, bark, wood, leaves, 
 blossoms, and fruit should be studied and comparisons made. 
 The life infesting the tree should be noted and, if possible, reasons 
 assigned. 
 
 Place list of different kinds of birds observed by pupils during 
 summer in a conspicuous place on the board, also list of those 
 observed during first weeks of school. Relate migration of birds 
 to "Weather Record, noting effect of temperature upon insect life. 
 
6 
 
 Construct magnetic needle by magnetizing end of a needle witli 
 opposite poles of a magnet, inserting through center of small 
 cork, and suspending by silk thread. 
 
 Suspend a prism in a window where the sun may strike it, 
 forming a spectrum. 
 
 Compare color of flowers, leaves, fruits, pebbles with spectrum, 
 noting prevailing color. 
 
 Much attention should be given to sense-training. Children 
 should be led to detect form and texture by touch alone, perfume 
 by smell, sound by hearing, flavors by tasting, weight by the 
 muscular sense. 
 
 OCTOBER. 
 
 PLANTS. 
 
 Buds for next year's growth.; color of bark, growth, of 
 wood; hardness of bark and wood. 
 
 Leaves. — Effect of frost, color of falling leaves, leaf-scars. 
 Seeds. — Distribution by wind, bursting pods. Protective 
 coloration of seeds. 
 
 ANIMALS. 
 
 Disappearance of birds, insects and animals. Eelate cov- 
 ering to disappearance. Compare movements of cat and 
 dog with birds, insects and other animals. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Compare frost, dew, winds, clouds, fogs, rain and tem- 
 perature with. September. 
 
 Change in rising and setting sun; position of sun at 
 noon. Change of length of day and night. 
 
 MINERALS. 
 
 Classify as to physical properties sandstone and lime- 
 stone. Compare sand and clay. Relate to disappearance of 
 frogs, turtles, snakes, etc. 
 
NOTE.— Children should be led to see that destiny of tree does 
 not depend alone upon the production of its seeds, but that much 
 of Its energy is devoted to growth. Compare number of buds 
 formed by different trees and relate to its development. Relate 
 falling leaves to disappearance of sap into roots, structure of 
 leaves to distribution, etc. 
 
 Fruits whose germs are destroyed when eaten, are usually of 
 a dull color when ready for distribution— nuts; those whose germs 
 are not so destroyed, assume a brilliant color, luscious taste and 
 fragrant odor— cherries, peaches, grapes. 
 
 Relate frost to disappeai-ance of birds and insects, winds to 
 distribution of seeds, change of position of sun to change in 
 temperature and its effects upon life. In primary grades pupils 
 should be forming geographical concepts and they can do so most 
 effectually by coming in contact with things. 
 
 NOVEMBEE. 
 
 PLANTS. 
 
 Preparation of twigs for winter^ — thickened bark, scales 
 on buds, etc. 
 
 ANIMALS. 
 
 Preparation of animal life for winter. Compare covering 
 of cat, dog and sheep in their preparation for winter. Use 
 of wool for clothing. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Prerailing winds cold or warm, wet or dry. Clouds 
 higher or lower than in September and October. Examine 
 frost crystals. 
 
 Compare rising, setting and position of sun at noon with 
 September. Rising of new, full and waning moon. 
 
 MINERALS. 
 
 Examine granite and marble. Compare size of crystals. 
 When are snow crystals large? 
 
8 
 
 NOTE.— Compare preparation of twigs, thickening of bark, 
 number and cliaracter of scales on bud, varnisli and protection of 
 leaves inside of bud. Relate change in temperature to prepara- 
 tion of animals for winter. Relate change of position of sun to 
 change of temperature. 
 
 DECEMBER. 
 
 PLANTS. 
 
 Effect of frost upon plant life; protection and use. Any 
 germination. 
 
 ANIMALS. 
 
 Compare dog, cat, sheep, horse and cow as to move- 
 ments, means of getting food, means of protection, use to 
 man. 
 
 ELEMBNTAHT GEOGRAPHY. 
 
 Examine snow-flakes. Frost and snow protection to life. 
 Compare rising, setting and position of sun at noon with 
 September. 
 
 MINERALS. 
 
 Compare structure of granite, marble, limestone, and 
 sandstone. 
 
 NOTE.— Relate length of day to frost and its effects. Spruce 
 trees should be studied in relation to Christmas. Differ- 
 ence between evergreen and deciduous trees, leaves and 
 needles, fruit and cones, bark, wood, etc. Relate structure ot 
 animals to environment. Compare manner of putting down the 
 feet, length and structure of limbs, cushions, claws, hoofs, etc. 
 Relate to manner of getting food. Relate snow flakes and frost, 
 dew and rain, to change in temperature. Note effect of frost 
 upon soils. Relate to plants and seeds and hibernating animals. 
 
JAmjABY. 
 
 PLANTS. 
 
 Effect of warm days upon plants. Enemies of buds — 
 birds and frost; protection of buds. Sap in trees. 
 
 ANIMALS. 
 
 Compare food of January and June. Compare teeth of 
 dog and cat, sbeep, cow and horse with human teeth and 
 relate to kinds of food. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Compare number of rainy or snowy days with Decem- 
 ber. Increase of day; rising and setting sun. Compare with 
 November. 
 
 MINERALS. 
 
 Compare physical characteristics of granite, marble, 
 sandstone, limestone and slate. 
 
 NOTE. — Of what advantage or disadvantage, are warm days 
 in January to plants? When and why are buds used by birds 
 as food? Examine twigs of maple, horse-chestnut, and spruce. 
 Note buds destroyed by birds, wind, or killed by frost. Compare 
 hibernating and non-hibernating animals as to covering, structure, 
 manner of getting food, etc. — turtle, cat, dog or bird. Place 
 hibernating animals in a box of moist earth and permit puijlls 
 to observe them disappear. 
 
 FEBRUARY. 
 
 PLANTS. 
 
 Determine location of frozen buds on twigs; number 
 found, kind, number killed and number alive. 
 
 ANIMALS. 
 
 Manner In which dog, cat, sheep, horse and cow take 
 their food. Compare prehensile organs with man's. 
 
10 
 
 ELEMENTARY GEOGRAPHY. 
 
 Increased or decreased temperature since December. 
 Compare January and February. Prevailing wind — cold 
 or warm. 
 
 Compare length, of day and night with previous months. 
 Note sunrise and sunset. 
 
 MINERALS. 
 
 Compare different kinds of coal in color, weight, softness, 
 hardness, etc. 
 
 NOTE.— Observe amount of work done by different trees in 
 preparation for winter. Relate to effectiveness. The horse- 
 chestnut has a few well protected buds prepared; others many, 
 but not so well protected. Moral lesson. 
 
 Function of leaves, assimilation of food. 
 
 Compare this year's growth of horse-chestnut, maple, and 
 spruce as to number, size, shape, texture, etc. Eeason. 
 
 Compare perfection of jaws of animals with length of jaw. 
 
 MAECH. 
 
 PLANTS. 
 
 Study tree — environment, beauty, form, leaves, blos- 
 soms, etc. 
 
 ANIMALS. 
 
 Begin Natural History Calendar— observation, day, 
 date, by whom, remarks. Watch for first appearance of 
 birds. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Change in cloudiness, rainfall. Compare with September 
 and December. 
 
 Compare length of day and night. 
 
11 
 
 MINERALS. 
 
 Compare granite, limestone, marble, sandstone and coal, 
 as to color, texture, weight, tenacity. 
 
 NOTE.— Effect of location of a tree near Iro-use, other trees, 
 in open space. Observe trunk and branching of maple, horse- 
 chestnut and spruce. Note beauty, grace, symmetry, form. Press 
 specimens of leaves from different kinds of maple trees, also 
 preserve fruit of trees. 
 
 APEIL. 
 
 PLANTS. 
 
 Germination of seeds — bean, pea, corn, M'heat. 
 
 ANIMALS. 
 
 Appearance of moths and butterflies. Change in cover- 
 ing of cat, dog, sheep. Compare eyes. Imitate sounds 
 made by cat, dog and sheep. 
 
 ELBMENTABT GEOGRAPHY. 
 
 Observation of temperature, direction of wind, number 
 of foggy and clear days. Compare with other months. 
 
 Relate lengthening day tp change in movement of sun; 
 to shadow at noon. Compare with previous months. 
 
 MINERALS. 
 
 Examine sand, gravel, loam and clay. Value of earth in 
 relation to plant life. 
 
 NOTE. — Examine dry and soaked peas, beans, corn, and wheat. 
 Note coats, scars and opening near the scar. 
 
 In all work in plant life, as in every other study, thought should 
 first be acquired, and then expression. 
 
 Collect larvae during the fall, permit pupils to see and note 
 date of spinning cocoons, and appearance of insects. 
 
 Animals and plants should be studied in life cycles. 
 
 Relate movement of sun to temperature and its effect upon life. 
 
 Encourage pupils to plant seeds at home and care for the 
 plants. 
 
12 
 MAY. 
 
 PLANTS. 
 
 Flowers; buds, color, perfume, honey; pollen distributed 
 by insects, wind; leaves— blade, parallel and netted veined. 
 
 ANIMALS. 
 
 Observe habits of common birds, location and kinds of 
 nests, protective coloration of feathers. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Compare clear, cloudy and rainy days with April. 
 Continued observation of sun and shadow ; relate to tem- 
 perature and life. 
 
 MINERALS. 
 
 Study of soils. 
 
 NOTE. — In teaching flowers, teclinicalities should be avoided. 
 Emphasize color, form, marking, perfume, honey. Influences 
 which produced the flower— earth, air, rain, sun, insects, birds. 
 
 Relate soils to food for plants. 
 
 JUNE. 
 
 PLANTS. 
 
 Continued study of flowers and leaves. Parts of flowers — 
 calyx, sepals, corolla, petals, stamens, carpel. Plants as 
 wholes. 
 
 ANIMALS. 
 
 Birds — hatching of young, care of young, food. Compare 
 young of cats, dogs, birds, butterflies, in covering, ability 
 to help themselves, food, movements, etc. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Thunderstorms, hailstones. Destructive effects of each. 
 Compare length of day and night. 
 
 NOTE.— Children can readily distinguish parts of fruit blos- 
 soms. The dandelion should be studied as a whole. 
 
 The sparrow, robin, woodpecker and oriole are best adapted to 
 this grade. 
 
13 
 
 SECOND GRADE. 
 
 SEPTEMBER. 
 
 PLANTS. 
 
 Compare growth, of twigs of different trees, of different 
 years. Oak, elm, pine. 
 
 Relation of insects to leaves as food, as nests, as deposi- 
 tories for eggs. Prevailing color in same leaves. Plants 
 storing food. 
 
 ANIMALS. 
 
 Migration of birds. Compare coats of squirrel and rabbit 
 as to texture, color, distribution, warmtb, protection. Hab- 
 its of grasshoppers. Observe caterpillars spin cocoons. 
 Prepare an ants' nest. 
 
 MINEEALS. 
 
 Visit a stream; forces acting upon pebbles; formation 
 of marbles. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Daily record of day, date, frost or dew, direction of wind, 
 clouds or fogs, rainfall, temperature. Moon's phases, rising 
 and setting sun. 
 
 Locate places in the horizon where the sun rises and 
 sets. 
 
 NOTE.— Weather Record should be kept from year to year and 
 differences in growth of different years should be referred to 
 variations in atmospheric conditions. 
 
 Observations of life infesting trees continued. 
 
 Record of migration of birds same as Grade I. 
 
14 
 
 Study squirrel and rabbit as to shape of body, head, ears, 
 mouth, legs and paws. 
 
 Oak, pine, turnips, parsnips store food for animals. 
 
 Remove an ant hill to a glass fruit jar and cover with brown 
 paper. Pood— sugar. By removing the paper, halls, galleries, 
 and habits may be observed. 
 
 Place larvae of insects in an empty chalk-box containing leaves 
 on which they feed. Slide piece of glass in the top that the feed- 
 ing and spinning cocoons may be observed. Record dates. 
 
 OCTOBER. 
 
 PLANTS. 
 
 Preparation of twigs for winter; disappearance of sap, 
 drying leaves; falling leaves, scars; location and arrange- 
 ments of buds; structure of seed for distribution — wing^, 
 pappus, hooks. Color of seeds. 
 
 ANIMALS. 
 
 Habits of squirrel, of rabbit, as to storing food — how, 
 where, kind and quantity. 
 
 MINERALS. 
 
 Formation of pebbles. Compare as to transparent, trans- 
 lucent and opaque. 
 
 ELEMENTARY GEOGRAPHY. 
 
 EfEect of prevailing wind upon clear, cloudy, wet and dry 
 weather. Direction of heaviest rains. Compare with Sep- 
 tember. 
 
 Compare October and September as to rising and setting 
 sun, length of day and night. 
 
 Constant position of North Star, revolution of Great 
 Bear around it; pointers in Great Bear. 
 
 NOTE.— The wind distributed seeds are supplied with wings 
 and pappus, usually found on tall trees accessible to wind. Seeds 
 supplied with hooks grow on low bushes so they can attach them- 
 
15 
 
 selves to passing animals. Before seeds are ripe they are en- 
 closed in green pods or shuclis, color of leaves of plants. When 
 ripe, they are brown lilie earth upon which they fall. 
 
 In studying squirrel and rabbit, secure a live specimen if pos- 
 sible. Pupils enjoy the action, and the results are more effective. 
 Nothing engenders a love for animals as care of them. 
 
 Place fragments of rocli in bottle of water and shalie fre- 
 quently. Place pebbles of different sizes in bottle and shake 
 frequently. Which wears away more quickly? 
 
 NOVEMBEE. 
 
 PLANTS. 
 
 Dormant condition of plant life : annuals — ^those produc- 
 ing naany seeds; biennials — those storing nourishment; 
 perennials — those producing buds and seeds. 
 
 ANIMALS. 
 
 Squirrel and rabbit — ^manner of eating. Food of squirrel 
 stored by itself; food of rabbit stored by plants. 
 
 MINERALS. 
 
 Collect and classify metals and minerals — ^very soft, soft, 
 hard and very hard. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Frost or dew more common? Effect of wind, and clear 
 or cloudy night upon formation of frost or dew. 
 
 Compare course of sun with September and October. 
 Effect upon length of day and night; temperature. 
 
 NOTE. — Relate effect of shortening of days upon temperature 
 and plant life. 
 
 Compare milkweed, turnip and tree. Destiny of annuals de- 
 pends entirely upon production of seed. Count seeds in pods of 
 one milkweed plant. Trace life history of biennial— appearance 
 of root and stem of first year; root, stem, leaves, flowers, fruit of 
 second year. Count seeds. Show relation between number of 
 seeds prepared and number of buds formed by perennials. 
 
 Relate minerals and metals to material stored away in the 
 ground for man's use. 
 
16 
 DECEMBEE. 
 
 PLANTS. 
 
 Effect of frost upon twigs, buds, and seeds. 
 
 ANIMALS. 
 
 Compare development of limbs in quadrupeds and bi- 
 peds; position of body in each; use of upper limbs. Com- 
 pare squirrel and rabbit with cat and dog. 
 
 MINERALS. 
 
 Effect of thawing and freezing upon roots of plants. 
 Power of granite, limestone, sandstone, coal, sand, clay, 
 iron ore, copper ore to absorb and retain moisture. 
 
 ELBMENTABT GEOGRAPHY. 
 
 Increased or decreased cloudiness, rainfall; wind more or 
 less variable; wind preceding rain or accompanying clear- 
 ing weather. 
 
 Relation of Une showing apparent paths of sun since 
 September. Winter solstice. 
 
 NOTE.— Pupils should have definite idea as to rising and set- 
 ting of sun, its position at noon in December. From personal 
 observation difference between animal and plant life of June and 
 December carefully noted. 
 
 Development of most parts of animal organism is for the pur- 
 pose of securing food. Erect position of body is proportioned to 
 development of fore-legs as prehensile organs. 
 
 The work on minerals is for the purpose of showing the value 
 of each for building purposes. Weigh in air, immerse in water 
 and weigh again while wet. Difference in weight shows ab- 
 sorptive power. Effect of frost— cracking rock. 
 
 JANUARY. 
 
 PLANTS. 
 
 Dormant condition of plants. 
 
17 
 ANIMALS. 
 
 Winter condition of animal life. Compare teeth of rab- 
 bit and squirrel with dog and cat. Compare teeth and food 
 of each with man. 
 
 MINERALS. 
 
 Recognize different kinds of iron ore by color, hardness, 
 crystals, weight. Relate to steel and sharp cutting instru- 
 ments and tools. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Month of greatest change in temperature. Compare pre- 
 vailing winds with previous months. Effect of tempera- 
 ture upon rainfall. 
 
 Note sun at noon; apparent movement, effect upon day 
 and night. 
 
 NOTE. — Effect of frost upon germination. Snow a warm cover- 
 ing. A 'poor conductor of heat, excludes cold and prevents radia- 
 tion of heat. Relate prevailing winds to frost and snow. 
 
 Pupils should be led to see that animals use their claws for 
 digging, and their teeth for cutting and tearing their food, but 
 man has too many demands for his physical organism and is 
 forced to construct tools for his use. 
 
 FEBRUARY. 
 
 PLANTS. 
 
 Winter condition of trees. 
 
 ANIMALS. 
 
 Compare structure of head, hand and teeth of different 
 animals; effect of development of one upon the other. Com- 
 pare jaw, teeth and hand of squirrel, rabbit and man. 
 
 MINERALS. 
 
 Recognize different kinds of copper ore by color, hard- 
 ness, crystals and weight. Uses. 
 
18 
 ELEMENTARY GEOGRAPHY. 
 
 Compare snowfall, rainfall and fogs with previous 
 months. 
 
 Note lengthening day; morning or evening longer. Move- 
 ment of sun on horizon. 
 
 NOTE.— Shape of tree, angle of branching, development of 
 tree. 
 
 Compare head of cat or dog, sheep or cow, rabbit or squirrel, 
 and human teeth. 
 
 Relation of lengthening of day to enlivening of bark and 
 swelling of buds. 
 
 Use of copper for wires; value to man. Man's superiority over 
 other animals in his use of tools. 
 
 MAIJCH. 
 
 PLANTS. 
 
 First awakening of plant life; select a tree for accurate 
 and systematic study; difference between a tree and shrub. 
 
 ANIMALS. 
 
 Return of birds, appearance of insects. Natural History 
 Calendar. Protective coloration of squirrel and rabbit. 
 
 MINERALS. 
 
 Study soils in relation to plant life; power of different 
 kinds of soil to absorb and retain moisture. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Highest and lowest temperature during the month ; char- 
 acter and amount of cloudiness in March, December and 
 September. 
 
 Compare number of rainy days, in autumn, winter and 
 spring. 
 
 Vernal equinox; seasons of year since autumnal equi- 
 nox; rising and setting sun; length of shadow at noon. 
 
19 
 
 NOTE. — Observations should be . recorded on Natural History 
 Calendar. Foster an interest in Nature, and gradual unfolding 
 of life. 
 
 Select a tree convenient for constant observation. Measure 
 diameter, height of branching, etc. Secure transverse and longi- 
 tudinal sections of wood of the same kind of tree. Note carefully 
 color, hardness, softness, toughness of bark of different years' 
 growth. Location and arrangement of buds. Study color, size, 
 covering, protection, etc. Record first appearance of leaves, 
 flowers, and fruit. Study continued to end of year. 
 
 Nesting habits of birds; location of nests, material used. Birds 
 of dull color have open nests,— brilliant colors concealed nests. 
 
 Relate color of squirrel to bark of tree, color of rabbit to 
 ground and weeds. Why are black squirrels disappearing in 
 Michigan? 
 
 Study meadow-lark, owl, duck, snipe, tanager, duck; relation 
 of color, structure to environment and manner of getting food. 
 
 APEIL. 
 
 PLANTS. 
 
 Observe germination of seeds, different parts of seed; 
 ratio of leaf buds and flower buds. 
 
 A.NIMALS. 
 
 Earthworm — food, manner of moving, value to mankind. 
 Kelate earthworm to prepartion of soil for plants. Com- 
 pare earthworm and squirrel and rabbit, as to appearance, 
 senses, movements, manner of getting food. 
 
 MINERALS. 
 
 Power of different soils to absorb and retain heat. Eelate 
 to plant life. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Wind that accompanies wet, dry, clear, cloudy or foggy 
 weather. Difference between April and winter rains. 
 
 Compare course of sun with December, reason for short- 
 ening of shadow; relation of length of shadow to tempera- 
 ture. 
 
20 
 
 NOTE— Measure a gill of com, wheat, beans and peas; soak 
 twenty-four hours. Measure. Which absorbs most water? Let 
 each pupil examine a dry and soaked seed. Plant seed in differ- 
 ent kinds of soil— clay, sand and loam. Place in light, shade, 
 and dark to detect influence of light upon plant. Record time of 
 planting, first appearance above ground, dropping of exhausted 
 cotyledons. 
 
 Pea. 
 
 Corn. 
 
 Wheat. 
 
 Above. 
 
 Below. 
 
 Below. 
 
 Below. 
 
 Netted. 
 
 Netted. 
 
 Parallel. 
 
 Parallel. 
 
 Compound. 
 
 Compound. 
 
 Simple. 
 
 Simple. 
 
 Alternate. 
 
 Alternate. 
 
 Alternate. 
 
 Alternate. 
 
 Entire. 
 
 Entire. 
 
 Entire. 
 
 Entire. 
 
 Seed. Bean. 
 
 Planted. April. 
 
 Depth. 1 inch. 
 
 Above ground. April. 
 
 Cotyledons, 
 
 Leaves. 
 
 Leaves. 
 
 Position. 
 
 Margins. 
 
 Shapes. 
 
 To compare gradual development of plant, pull up, press, and 
 mount specimens on alternate days, showing development of dif- 
 ferent parts from seed to seed. Development may also be ob- 
 served by being placed in bottles of alcohol. Carefully date each 
 specimen. Plant acorns in yard. 
 
 Fill a large sponge with flaxseed and place in a shallow dish 
 filled with water. Keep moist. 
 
 Mark off a yard square and observe the work of eartiiworms. 
 Each morning, carefully collect castings and measure. Some 
 idea of amount of work being done in renewing and fertilizing 
 soil. Study structure, food, habits, senses; adaptation of struc- 
 ture to environment. Pupils should be led to see that each plant 
 and animal is adapted to perform its function in the economy of 
 nature. 
 
 Relate April showers to increasing temperature — greater heat, 
 greater evaporation, consequently greater condensation. 
 
 MAY. 
 
 PLANTS. 
 
 Eeason for early appearance of wild flowers ; food ; pro- 
 tection and color of spring flowers; advantage of color; un- 
 folding of buds, ^^enation. 
 
21 
 
 ANIMALS. 
 
 Study snails — ^land and water snails; difference in struc- 
 ture, shells, food, etc. Compare with earthworm, as to 
 senses, manner of moving, muscular action, food protec- 
 tions. Compare snail shells with other shells. 
 
 MINERALS. 
 
 Examine soils carefully. Origin of soil — decayed vegeta- 
 tion and disintegration of rock. Eelate qualities of soil to 
 A-egetation. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Number of frosts or dews; compare with November; tem- 
 perature of nights; direction of prevailing wind. Relation 
 of wind to rainfall. 
 
 liengthening of days; changing course of sun and effects 
 upon all life. 
 
 NOTE. — Compare roots of spring beauty, crow-foot, water- 
 cress, Indian-turuip, tulip, crocus. Relate food stored by plants 
 in roots to nourishment provided by cotyledons. Rapid gi'owth 
 due to food already assimilated. Color to attract insects and 
 efCect fertilization of flower. Relate lengthening days and in- 
 creasing temperature to appearance of wild flowers and abund- 
 ance of pond life. Relate falling leaves to formation of vegetable 
 mould. EfCect of rain upon surface of ground to disintegration 
 of rocks. 
 
 Xote difference in growth of plants grown in sand and loam. 
 Reason. 
 
 Make a collection of spring flowers. 
 
 JUNE. 
 
 PLANTS. 
 
 Continue study of flowers. Arrangement of leaves on 
 twigs ; simple and compound, netted and parallel veined. 
 
23 
 
 A.NIMALS. 
 
 Insects; compare ants, spiders, flies and beetles; like- 
 nesses and differences in habits. Usefulness. 
 
 MINERALS. 
 
 Compare soil used as homes' by ants, and earthworms. 
 Effect of each upon soil. 
 Elementary geography. 
 
 NOTE.— Parts of leaves — petiole, blade, midrib, veins, veinlets, 
 base, apex, margin. Distinguish between simple, palmately and 
 pinnately compound. Press and mount specimens of all species 
 of oak leaves. One boy found eleven species on Belle Isle Make 
 a collection of acorns. 
 
 Eecognize linear, lanceolate, oblong, elliptical, and oval forms. 
 Bases — heart-shaped and shield-shaped. Apex — acute and obtuse. 
 Margins — entire, toothed, notched. 
 
 Function of veins— to carry sap; blade — to absorb moisture and 
 carbon dioxide. 
 
 Flower: calyx — sepals, corolla — petals, stamens — filament, 
 anther and pollen; carpel — ovary, ovules, style, stigma. 
 
 Study syringa and pansy. i 
 
 Parts of insects: head— eyes, antennae, mouth-parts. Compare 
 life history of each — egg, larva, pupa, image; community life of 
 ants. Habits of spiders and beetles. Encourage habit of pei-- 
 sonal observation on part of pupils. 
 
 The study of the ant is suggested for this grade, being acces- 
 sible and harmless. The habits, home making and community 
 life can better be observed in a jar than in the ground; food 
 getting and storing by watching them in the grass and on side- 
 walks. Study members of the household:— queen, workers," war- 
 riors, etc. Note care of young, intelligence, communication; bat- 
 tles, excursions for food. etc. 
 
THIRD GRADE. 
 
 SEPTEMBER. 
 
 PLANTS. 
 
 Eelate growth of twigs on north, south, east and west 
 side of trees to symmetrical development of tree. Study 
 pine — type of excurrent tree, fruit tree — ^type of deliques- 
 cent tree. Note color of leaves on different parts of tree. 
 Relate coloration of seed to distribution by animals as 
 food, bj' animals in covering, by wind. 
 
 ANIMALS. 
 
 Distinguish between vertebrated, molluscous, articu- 
 lated and radiated animals. Food, homes, and means of 
 protection. Use familiar examples of each — bird or fish, 
 oyster or clam, insects, starfish, etc. Review and classify 
 animals previously studied. 
 
 MINERALS. 
 
 Compare sandstone and limestone. Sedimentary rock. 
 Bed rock in parts of Michigan. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Evaporation; dew, frost, rain. 
 
 Daily record of day, date, direction of wind, clouds or 
 fogs, rainfall, temperature, barometer, moon's phases, 
 morning and evening stars. 
 
 Rotation and revolution of the earth; inclination of axis; 
 day and night; change of seasons; Autumnal Equinox; 
 Little Bear, Jupiter, and Venus. 
 
 NOTE.— Emphasize geology in this grade, and do as mncli field 
 work as possible. Take advantage of any natural features in 
 the vicinity of the school house. 
 
24 
 
 Forces at work: air, water, wind, frost; building coasts; 
 crumbling cliff; deepening gulcb; filling marsh. 
 
 Note erosion and sedimentation in school yard and street. 
 Always relate physical characteristics of minerals and soils to 
 erosion and change in earth surface. 
 
 Relate lime in solution in water to life in water, and beds of 
 limestone. 
 
 OCTOBER 
 
 PLANTS. 
 
 Compare new and old growth of twigs as to color, hard- 
 ness, softness, texture; seeds growing on twigs — -wings, 
 hard, round, shell; near ground — ^pappus, hooks and 
 prickles. 
 
 ANIMALS. 
 
 Relate color of animals to their environment. Protection 
 and attractive coloration. Frogs, toads, grasshoppers, 
 quail, wild cat, polar bear, lepoard, tiger, etc. Relate to 
 food-getting. 
 
 MINERALS. 
 
 Stratified and unstratifled rock; limestone, sandstone, 
 slate, granite and marble. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Condensation — ^formation of ra.in, snow, hail, frost, dew,, 
 clouds. History of a raindrop. 
 
 Different forms of clouds: Cirrus, Cumulus, Stratus, 
 Mmbus. Elevation of each. 
 
 Time and place of rising of new, full and waning moon. 
 Effect of day and night upon life. 
 
 Movements of Jupiter and Venus. 
 
35 
 
 NOTE.— Powder gray sandstone, put into a jar of water, shake 
 contents and allow to settle. Next day drop powdered red-sand- 
 stone and continue for several days. Result — stratified material. 
 Drop sand, gravel, loam, clay into a jar of water. Shake and 
 allow to settle. Result — Stratified, assorted material. Dissolve 
 lime in water and allow to settle. 
 
 NOVEMBEK. 
 
 PLANTS. 
 
 Mode of distribution of seeds of annuals, biennials, and 
 perennials. Effect of frost upon twigs, scaly and naked 
 buds. 
 
 Preparation of plants for winter. 
 
 ANIMALS. 
 
 Preparation of animals for winter — thickening of coat, 
 preparation of homes and storing food. Eelation of struc- 
 ture of animals to manner of getting food; land and water 
 animals. 
 
 MINERALS. 
 
 Life history of a pebble — ^part of cliff or rock; acted upon 
 by air, water and frost. Compare sandstone, granite and 
 limestone pebbles — as to color, form, smoothness, hard- 
 ness, etc. 
 
 BLBMENTART GEOGRAPHY. 
 
 Compare rainfall with October and September. Forms 
 of clouds most common — ^high or low. Eelation of temper- 
 ature to cloudiness and rain ; relation of cloudiness to rain- 
 fall. 
 
 Compare variation of shadow of October, September, 
 and November. When greatest? When least? 
 
 NOTE.— No work can be more conducive to the cultivation of 
 the imagination than to trace the history of a pebble. Moral 
 lesson: contact with different conditions in wearing off the rough 
 edges. Difference in color and texture show different origin: 
 bands and faults show varied experience in life history. Physical 
 forces acting. 
 
36 
 DECEMBER 
 
 PLANTS. 
 
 Examination of liorse-chestnut, maple and fruit trees. 
 Compare growth, bark, scars, number, arrangement and 
 covering of buds formed. Probable fate of buds. 
 
 ANIMALS. 
 
 Distinguish between vertebrated animals; mammals, 
 birds, fishes, reptiles, amphibians. 
 
 MINERALS. 
 
 x\.ction of acids upon sandstone, limestone, marble, gran- 
 ite, mica, quartz, coral, shell. Eelate to formation of ca^'es 
 — chemical forces acting. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Influence of storm upon barometer. Effect upon temper- 
 ature. 
 
 Winter Solstice. Compare shadow of September twenty- 
 first and December twenty-first. 
 
 NOTE.— Place small piece of rock in test-tube and note effect 
 of dilute sulphuric or hydrochloric acid upon it. Result. Note 
 which one dissolves most readily. Beds of rock best adapted to 
 formation of acids. Effect of water, holding acid in solution, 
 upon lime rock. TS'hy was it possible for mammoth cave to have 
 been formed where it is? Why is the Blue Grass region so 
 fertile? 
 
 Compare physical and chemical forces acting. 
 
 JANUAEY. 
 
 PLANTS. 
 
 Dormant condition of plant life; death of all annuals; 
 roots of biennials; stems of perennials. 
 
 ANIMALS. 
 
 C'ompare teeth, hoofs, and claws of rodents, carnivorous, 
 herbiverous, and omniverous animals; teeth — crown, fangs, 
 enamel, incisors, canine, bicuspid, molars. 
 
27 
 MINERALS. 
 
 Fossil animals, teeth, shells, plants, leaves, etc. Identify 
 fossil animals and plants with living things. Conditions of 
 fossilization. Change in earth conditions. Account for fos- 
 sil coral in Michigan. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Variation of temperature before, during and after a 
 storm ; variation of barometer and thermometer. 
 
 Effect of sun's position on temperature. When do shad- 
 ows correspond and differ most? 
 
 NOTE. — Relate fossil animals and plants to Itind and quantity 
 of life extant in remote ages. Compare similar life of tlie present 
 day. 
 
 Pupils should be encouraged to make collections of fossil 
 plants and animals and to look for them in limestone used for 
 building purposes. At first it is sufficient to be able to distin- 
 guish them by sight. 
 
 FEBRUAEY. 
 
 PLANTS. 
 
 Examine trees for frozen buds and twigs; roots and 
 blades of grasses ; trunks of trees for mosses. 
 
 ANIMALS. 
 
 Begin study of birds ; environment — earth, air, water. Re- 
 late structure to environment. Aerial birds — long, slender 
 bodies, powerful wings; terrestial birds — ^large bodies, 
 strong feet, small wings; aquatic birds — boat-shaped 
 bodies, short legs, webbed feet, or long legs, long neck, long 
 bill; eagle, chicken, duck or crane. 
 
 MINERALS. 
 
 Continue study of fossil animals. Change of structure 
 in earth's crust; erosion, sedimentation, upheaval, denuda- 
 tion. Relate coral and limestone to rock in Michigan. 
 
38 
 ELEMENTARY GEOGRAPHY. 
 
 Compare temperature, barometer, rainfall, fogs, clouds, 
 wind with previous months; with months Avhose days are 
 about the same length. 
 
 When do shadows correspond and differ most. 
 
 NOTE.— Compare fossil coral with coral that is belBg made at 
 the present time. Work done by coral animals. Casts and im- 
 prints of shells and leaves. Petrified wood. 
 
 MARCH. 
 
 PLANTS. 
 
 Begin close and comparative study of horse-chestnut, 
 maple and fruit trees. Environment, shape, symmetry. 
 
 ANIMALS. 
 
 Continue study of birds. Manner of getting food, etc. 
 Birds of prey, climbers, perchers, scratchers, waders, swim- 
 mers and divers. 
 
 MINERALS. 
 
 Recognize different kinds of iron ore, by color, Aveight, 
 crystals and external appearance. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Compare March with September. Note frost, or dew, 
 wind, clouds, fogs, rainfall, temperature, barometer, sun- 
 rise and sunset. 
 
 Relative position of earth on September twenty-first and 
 Mai'ch twenty-first. 
 
 NOTE. — Distribution and abundance of fruit trees and iron 
 should be taken up as some of the resources of the State of 
 Michigan. Relate location of fruit farms to influences of lake, 
 direction of wind, etc., upon climate. Relate iron mines to lake 
 commerce. 
 
29 
 APRIL. 
 
 PLANTS. 
 
 Germination of seeds; continue tree study. 
 
 ANIMALS. 
 
 Continue study of birds; parts of bird — head, body, 
 wings and legs. Nesting habits of birds. Relate color to 
 nesting habits. 
 
 MINERALS. 
 
 Reduction of iron. Compare pig iron, cast iron, wrought 
 iron and steel. Uses of iron. Iron as a factor in civiliza- 
 tion. 
 
 ELEMENTARY GEOGRAPHY. 
 
 CJompare April showers with winter rains; temperature 
 of nights and days. Explain differences of character and 
 position of clouds in winter and spring. 
 
 Compare variation of shadow with November. 
 
 NOTE. — Germinate peach, apple, horse-cliestnut. maple and 
 pine seeds. Relate protection of the embryo to use of fruits for 
 food. 
 
 Compare structm-e of birds' nests with the homes of other 
 animals, and man. 
 
 Visit a rolling mill if possible and learn the reduction of iron 
 from observation. 
 
 MAY. 
 
 PLANTS. 
 
 Parts of flower — floral envelope and essential organs. 
 Compare fruit blossoms, maple and horse-chestnut. 
 
 ANIMALS. 
 
 Continue study of birds; hatching of young; care of 
 young; manner of walking, of movement, of flight. Relate 
 nesting habits, and food of birds to trees. 
 
30 
 
 MINERALS. 
 
 Recognize different kinds of copper ore. Mining inter- 
 ests of Michigan. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Influence of April showers upon May flowers. Wind that 
 accompanies highest and lowest temperatures. 
 
 Compare long twilights of summer with short twilights 
 of winter. 
 
 NOTE.— Pupils sliould be led to see that the energy of the plant 
 is directed toward maturing seeds; that each part of the plant 
 has its own work to do; that color, form, texture, perfume, are 
 modifications to effect cross-fertilization of the flowers. 
 
 JUNE. 
 
 PLANTS. 
 
 Continue study of flowers; plan of flowers. Distinguish 
 between imperfect and incomplete flowers. Continue tree 
 study. Leaves: simple and compound, parallel and netted 
 veined. 
 
 ANIMALS. 
 
 Study bees in relation to fertilization of flov\'ers. Con- 
 tinue study of birds. Feathers: shaft, vane, quill, barbs, 
 barbules. Compare feathers on different parts of body. Be- 
 late to food getting. Eagle's wing, feathers of an owl, tail 
 of a woodpecker, body of a duck, wings of an ostrich. 
 
 MINERALS. 
 
 Reduction of copper ore. Uses: telephone and telegraph 
 wires. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Which month had largest number of clear days, rainy 
 days; which coldest month; which warmest. Extremes of 
 temperature. 
 
31 
 
 Summer Solstice. Eelative position of earth and sun 
 June twenty-first. Compare sunrise, sunset and sun at 
 noon with September, December and March. 
 
 NOTE. — The study of bees is a very interesting subject. Their 
 community life, habits, food, keen sense perception furnish a fine 
 opportunity for investigation. 
 
 Pupils should be encouraged to imitate the calls of the birds, 
 and note manner of communication. 
 
 Copper should be considered as a means of communication be- 
 tween man and man. 
 
33 
 
 FOURTH GRADE. 
 
 SEPTEMBEK. 
 
 PLANTS. 
 
 Each pupil select tree for systematic study ttrougliout 
 the year. Protective coloration of leaves and fruit; devel- 
 opment of flowers into fruit; form of fruit — ^fleshy, stone, 
 dry. 
 
 Lower forms of plant life — algae, fungi, and lichens. 
 
 ANIMALS. 
 
 Swamp life. Observe larval stage of insects. Compare 
 clam and oyster, as to food, habits, structure, movements, 
 protection, nature of shell. 
 
 MINERALS. 
 
 Character of soil formed in swamps and marshes. Belate 
 to peat bogs. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Magnetic needle; compass; construction and use. Re- 
 late to iron and steel. 
 
 Dissolve salt, alum, lime in water. Relate solution to 
 erosion of rock, and lime in solution to shells and bones 
 of animals. 
 
 Daily record of day, date, frost or dew, clouds or fogs, 
 rainfall, temperature, barometer, sunrise, sunset, morning 
 star, evening star, moon's phases, moonrise, moonset. 
 
 Measure slant of sun's rays on shadow stick. Autumnal 
 Equinox, September twenty-first; path of sun. Mars, Mer- 
 cury. 
 
33 
 
 NOTE.— Systematic study for trees following outline for tree 
 study. Environment, shape, parts. 
 
 Observe fallen leaves exposed to the air, and those in streams 
 or ponds. 
 
 Prepare a self-sustaining aquarium, showing the co-operation 
 of animal and plant life. 
 
 In this grade pupils should get a glimpse of the evolution ot 
 jDlants and animals and their interdependence. 
 
 OCTOBER. 
 
 PLANTS. 
 
 Protection of unripe nuts; distribution of nuts and 
 seeds; different appliances for distribution. Make collec- 
 tions of seeds in tbeir pods. Storing of seeds by insects and 
 animals. 
 
 ANIMALS. 
 
 Careful and systematic study of insects hibernating and 
 non-hibemating. Habits of turtle and crayfish. Animals 
 that store food and those that do not. 
 
 MINERALS. 
 
 Study coal. Collect carbon from burning candle, sugar, 
 paper, wood, meat, wool and coal. Relate carbon to plants 
 and animals. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Influence of mountain ranges and large bodies of water 
 upon rainfall and temperature. 
 
 Compare variation of shadow with September. Com- 
 pare shortening of days in morning and evening. Change 
 in position of constellations and stars. 
 
 NOTE.— Pupils should be led to regard the sun as a great 
 benefactor— a great store-house of energy, supplying all our needs, 
 clothing the world with beauty and majesty, and giving us power 
 to respond to the influences of creation. 
 
31 
 
 Coal sliould be regarded as energy stored up by the ages. 
 Distinguisb between anthracite and bituminous coal, cannel, coke 
 and charcoal. Formation of coal (Shaler's First Book in Geol- 
 ogy). Relate to plants. Account for presence of carbon in sugar, 
 paper, wool, meat, etc. Forces which produce different varieties 
 of coal. 
 
 NOVEMBEE. 
 
 PLANTS. 
 
 Select annual and biennial plants and trace life history; 
 as — pea or morning-glory, turnip or carrot. Corapare root, 
 stem and leaves with, aquatic plants. Storing of nourish- 
 ment; preparation for winter. 
 
 ANIMALS. 
 
 Coverings of animals; change in coverings for different 
 seasons. Value of skins, hair, wool, shell in commercial 
 world. 
 
 MINERALS. 
 
 Continued study of coal. Formation of coke and char- 
 coal; illuminating gas; other products. Eelate to comfort 
 and protection of man. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Relation of barometer to change of weather. Compare 
 fluctuations of barometer with September and October. 
 Eelate change in animals and plants to position of stm. 
 
 NOTE.— The structure and covering of animals should be 
 closely related to their environment and change of seasons. The 
 economic relations of animal life should be emphasized. Call 
 attention to man's dependence upon Nature for his necessities, 
 comforts and luxuries. 
 
35 
 DECEMBER 
 
 PLANTS. 
 
 Dormant condition of plant life. 
 
 ANIMALS. 
 
 Animal movements. Compare horse, cow, dog, cat, 
 sheep, squirrel, and man as to manner of walking. Com- 
 pare hoofs, claws, paws, hands. Relate to homes, manner 
 of getting food, int«lligence. 
 
 MINERALS. 
 
 Distribution of carbon; compounds in all mineral, veg- 
 etable, and animal matter; obtained by chemical change. 
 Relate carbon to plant life — ^food of animals ; interchange 
 of carbon between plants and animals. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Compare variation of temperature before, during and 
 after storm. Compare temperature, barometer, rainfall, 
 fogs, clouds, wind with previous months. Trace snow line 
 on signal service map. 
 
 Compare area covered by beam of light in September 
 and December. Relate heat received in different latitudes 
 to life. 
 
 NOTE.— Lead pupils to see stores of wealth deposited for man's 
 convenience, comfort and progress. Civilization is man's power 
 to overcome his environment. 
 
 JAJSrUARY. 
 
 PLANTS. 
 
 Effect of frost upon plant life. 
 
 ANIMALS. 
 
 Pood of animals that do not migrate or hibernate. 
 
30 
 
 MINERALS. 
 
 Study quartz crystals; form, size, color, hardness, tex- 
 ture, varieties. 
 
 ELBMBNTABT GEOGRAPHY. 
 
 Compare snow line with December; when farthest north; 
 farthest south; range of latitude covered; influence of 
 Great Lakes. 
 
 Compare marks on shadow stick with previous months; 
 effect upon temperature. 
 
 NOTE.— Relate effect of frost upon plants, scarcity of food of 
 animals, the southern limit of snow line, the length of shadow to 
 movement of sun. 
 
 Examine snow ciystals. Note form, size, and law of crystal- 
 lization. 
 
 Saturate solution of salt, alum, chalk, soda, blue vitriol, cop- 
 peras, bichromate of potash. Note temperature of water in solu- 
 tion. Place solution in shallow dish or bottle with a string sus- 
 pended in it. Evaporate rapidly; slowly. Relate solution to 
 erosion of rocks; crystallization to crystalline rock, quartz- 
 crystals, geodes, etc. 
 
 FEBRUARY. 
 
 PLANTS. 
 
 . Any awakening in plant life. Observe trees for mosses. 
 
 ANIMALS. 
 
 Any appearance of animal life. 
 
 MINERALS. 
 
 Distinguish different species of quartz. Relate hardness 
 of granite to quartz. Association of quartz with other min- 
 erals. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Compare snow line and zero isotherm with January. In- 
 fluence of wind upon course of storm. 
 
37 
 
 Compare angle of sun's rays at New Orleans and Detroit. 
 Compare relative amount of heat and light; effect upon 
 life. 
 
 XOTE. — Relate effect of frost upon rocks to rapid disintegra- 
 tion. Effect of clieinical and physical forces upon calcerous and 
 silicious rock. 
 
 Read Ruskin's "Ethics of the Dust" in connection with the 
 study of crystals. 
 
 MAECH. 
 
 PLANTS. 
 
 Watch first awakening of the tree following outline for 
 "Tree Study." 
 
 ANIMAX.S. 
 
 Note first appearance of insects. Note beauty of color, 
 delicacy of marking. Compare fully developed insect with 
 larva; what likenesses and differences — food, manner of 
 feeding, locomotion. 
 
 Pond life — spawn of frogs and toads; development of 
 tadpoles into frogs. Crayfish; turtles; snails. 
 
 MINERALS. 
 
 Water. Place a drop of salt, hydrant, lime, rain, filtered 
 or distilled water on a clean piece of glass, and evaporate. 
 Explain result. Relate to animal life in water, and beds of 
 lime-stone. 
 
 ELEMENTARY GBOGRAPHT. 
 
 Compare lowest and highest temperature of March with 
 September and December. Compare most northern and 
 southern isotherm of September and March. 
 
38 
 
 Vernal Equinox. Angle of sun's rays with horizon; re- 
 late to latitude. Relation of latitude to climate. 
 
 NOTE. — Relate lime, shell life and coral in ocean to beds of 
 limestone. Encourage pupils to make collections of land and sea 
 shells; note beauty of texture, color, form, markings, spines, etc. 
 
 APEIL. 
 
 PLANTS. 
 
 Continue tree study. Examine lichens, fungi, for spores. 
 Note color, texture, form, growth of lower forms of plants. 
 
 ANIMALS. 
 
 Study dragon fly. Compare life histoi-y with that of a 
 moth. 
 
 MINERALS. 
 
 Effect of rain upon soil. Transporting power of a stream 
 of rapid and slow velocity. Effect of stream carrying sed- 
 iment and one which does not. Eelation of hardness of min- 
 erals to erosion. 
 
 ELEMENTARY GEOGRAPHY. 
 
 What isotherm passes through Detroit. Compare this 
 with October. Compare temperature and rainfall with Oc- 
 tober. 
 
 Compare force of sunbeam in Detroit with December. 
 
 NOTE.— Pupils should observe forces acting about them, and 
 should be led to see the great sculpturing of the face of Nature 
 is produced by same forces acting on a greater scale. Relato 
 hardness of rock to resistcance to erosion. 
 
 MAY. 
 
 PLANTS. 
 
 Compare flowering and floMerless plants; flo^^•ers and 
 spore cases. 
 
39 
 ANIMALS. 
 
 Study May fly — egg deposited in water, long larrel 
 period, pupa, image. Compare parts with other insects. 
 
 MINERALS. 
 
 Pupils should be encouraged to make field excursions, to 
 collect and classify minerals studied during the year; to 
 verify by obse^^^1tioD facts learned about erosion and sedi- 
 mentation. 
 
 ELEMENTARY GEOGRAPHY. 
 
 Trace isotherm of Detroit; compare same with Novem- 
 ber and December; effect of coast line upon east and west 
 end. 
 
 Variation of sun's rays indicated by shadow stick: 
 changing angle of sun's rays (indicated by shadow on 
 stick changing) to horizon; effect upon temperature and 
 life. 
 
 NOTE.— In early spring pupils should be encouraged to go to 
 the woods and fields and enjoy the beauty of Nature in its en- 
 tirety. Discourage any careless plucking and destroying of 
 flowers, birds, insects, or life of any kind. 
 
 JUNE. 
 
 PLANTS. 
 
 Continue study of flowers and plants. Follow outline. 
 
 ANIMALS. 
 
 Eeptiles: Compare snakes and turtles — scales, shells, 
 manner of locomotion, kinds of food, manner of taking 
 food, manner of laying and hatching eggs. 
 
 MINERALS. 
 
 Co-operation of mineral, plant and animal world. 
 
40 
 
 ELEMENTARY GEOGRAPHY. 
 
 Compare isotherm of this month with last. The same 
 isotherm in plains, mountains near coast lines; compare 
 variations of isotherms in north and south. Reasons. Re- 
 gions of lowest and highest temperature. 
 
 NOTE.— If the work is carefully presented in the first three 
 grades, by the end of the fourth grade pupils should have a good, 
 general idea of the mineral, plant and animal worlds. No 
 attempt should be made at any scientific classifications, except 
 that which comes from the personal experience of the pupils. 
 Lead the pupils to see, enjoy, love and reflect upon the beauties 
 and wonders of creation. 
 
41 
 
 OUTLINE FOR TREE STUDX 
 
 ALL GRADES. 
 
 Cause each pupil or class to select an individual tree for 
 systematic and consecutiye study thi-oughout the year. If 
 a maple is chosen, careful observations should be made 
 and recorded in writing, painting, and drawing; different 
 species as to shape, symmetrical development, bark, wood, 
 leaves, flowers, fruit, etc. Skillful effort on part of teacher 
 may foster love for trees that shall be life-long. 
 
 I. Environment. 
 
 (a) Open fields — symmetrical development. 
 
 (b) In a forest — tall, slender, etc. 
 
 (c) Near another tree or house — development ir- 
 
 regular. 
 IL Shape. 
 
 (a) Excurrent — development of terminal buds. 
 
 (b) Deliquescent — development of lateral buds. 
 
 III. Symmetry. 
 
 IV. Parts of Tree. 
 
 (a) Eoots. 
 
 1. Tap-root — long root deep in ground, as nut 
 
 trees, hickories. 
 
 2. Multiple roots — many large roots extending 
 
 outward from trunk, as in maple, elm, 
 horse-chestnut, poplar. 
 .3. Primary roots — growing from root-end of 
 embryo, as in apple, ppach, cherry. 
 
43 
 
 4. Secondary roots — growing from slips or 
 stems, as in willow. 
 
 (b) Stems and Branches. 
 
 2. Tree — plant of woody structure branching 
 some distance above ground. 
 
 2. Shrub — ^plant of woody srucure branching 
 
 directly above ground. 
 
 3. Exogenous stems — separable bark, wood in 
 
 annual layers, as maple, oak, etc. 
 
 4. Endogenous stems — no separable bark. 
 
 Woody substance in threads within pithy 
 material; as palmetto, cornstalk, etc. 
 
 (c) Bark. 
 
 1. Birch — bark peels in thin horizontal layers. 
 
 2. Ash — ^bark opens in many irregular netted 
 
 cracks near each other. 
 
 3. Chestnut — bark opens in longitudinal 
 
 cracks quite distant from each other. 
 
 (d) Wood. 
 
 1. Heart-wood-^dead, dark, central wood. 
 
 2. Sap-wood — carries sap in growing season. 
 
 3. Medullary rays — silver grain. 
 
 4. Annual layers — minute tubes or cells. 
 
 Large in early growing season; small in 
 late growing season. 
 
 5. Age of tree generally told by annual layers. 
 
 (e) Branches. 
 
 1. Opposite leaves, generally opposite 
 
 branches. 
 
 2. Alternate leaves, always alternate 
 
 branches. 
 
 3. Erect, horizontal and drooping Lombardy 
 
 poplar, pine and weeping willow. 
 
4y 
 
 (f) Buds. 
 
 I. As to Position. 
 
 1. Terminal : at end of twig. 
 
 2. Lateral : along side.-? of twig. 
 
 (a) Axillary, in the leaf axil. 
 
 (b) Accessory, buds clustered around axil- 
 
 lary buds. 
 
 (c) Adventitioiis, buds produced irregu- 
 
 larly. 
 Nodes: points on stem at which buds 
 
 are produced. 
 Internodes: spaces between nodes. 
 II. As to Activity. 
 
 1. Active : those that develop. 
 
 2. Dormant: those that form but do not de- 
 
 velop. 
 
 III. As to Covering. 
 
 1. Scaly: covered with dry, tough, bark-like 
 
 layers. 
 
 2. Naked : without scaly ^covering. 
 
 3. Hidden : those buried under or in bark. 
 
 IV. As to Arrangement. 
 
 1. Opposite: two at same node and opposite. 
 
 2. Whorled: three or more arranged around 
 
 the same node. 
 
 3. Alternate: in ranks around stem not being 
 
 opposite or whorled. 
 
 (g) Leaves : lungs of plants. 
 
 1. Arrangement: alternate— poplar; opposite 
 
 — maple ; clustered— pines ; scattered — 
 spruce. 
 
 2. Parts: blade — thin expanded portion ; peti- 
 
 ole — leaf stalk; stipules — pair of small 
 blades at base of petiole. 
 
44 
 
 3. Veining: parallel, netted; midrib — central 
 
 line; ribs — second in size; reins — third in 
 size; veinlets — minute lines. 
 
 4. Kinds of leaves: simple — one blade, com- 
 
 pound — more than one blade, palmately 
 compound — blades from one point, pin- 
 nately compound — blades arranged along- 
 side. 
 V. Forms of leaves : broadest in the middle — orbicular, 
 oval, elliptical, oblong, linear, needle-shaped; 
 broadest near base — deltoid, ovate, cordate or 
 heart-shaped, lanceolate, awl-shaped, scale- 
 shaped; broadest near apex — obovate, obcordate, 
 oblanceolate, cuneate or wedge-shaped. 
 
 1. Bases of leaves: cordate or heart-shaped, 
 
 auriculate. Abrupt, tapering, peltate or 
 shield-shaped, reniform or kidney-shaped, 
 halberd-shaped, oblique. 
 
 2. Apexes of leaves: truncate, retuse, emar- 
 
 ginate, obcordate, obtuse, acute, acumin- 
 ate, bristle-pointed, spiny-pointed, mu- 
 cronate. 
 
 3. Margins: entire, repand, sinuate, dentate, 
 
 serrate, crenate, lobed, notched, cleft, 
 parted, divided, pinnatifled. 
 VI. Nature of Leaves. 
 
 1. Surface — pubescent, glabrous, canescent, 
 
 scabrous. 
 
 2. Texture — succulent, punctate, membran- 
 
 ous, thick, thin. 
 
45 
 
 OUTLINE FOE TREE DESCEIPTION. 
 
 Tree as a whole: size, general form, trunk, branching, 
 twigs, character of bark, color of bark on trunk, branches, 
 and fine spray. 
 
 Leaves : parts, arrangement, kinds, size, thickness, form, 
 edges, veining, color, surface, duration. 
 
 Buds : position, size, form, covering, number, color. 
 
 Sap and juice. 
 
 Flowers : size, shape, color, parts, odor, position, time of 
 blooming, duration. 
 
 Fruit: size, kind, form, color when young and when 
 ripe, time of ripening, substance, seeds, duration, useful- 
 ness. 
 
 Wood (often necessaj-Uy omitted): hardness, weight, 
 color, grain, markings, durability. 
 
 Remarks : the peculiarities not brought out by the above 
 outline. 
 
 FOUR FORMS OF TREE DESCRIPTION. 
 
 I. A bare skeleton description written by aid of topical 
 outline from observation of single tree and its 
 parts. 
 n. A connected description conveying as many facts 
 given in outline as can well be brought into good 
 English sentences. This a description of a single 
 tree. 
 
 III. A connected readable description of a certain kind 
 of tree, made up from observation of many trees of 
 same species to be found in neighborhood. 
 
 lY. Third description, including information to be ob- 
 tained from outside sources in regard to origin, 
 geographical distribution, hardness, character of 
 wood, habits, durability, etc. 
 
4ii 
 
 NOTE.— The outline for study of a tree Is for entire year. 
 Tree should be selected at opeuing of school year. Monthly 
 drawiugs and written descriptions by each child regarding its 
 condition at that time. Papers should be of uniform size, prop- 
 erly dated, so that by June the record for a year will be com- 
 plete. Specimens of autumn leaves, showing depredations of in- 
 sects, pressed and mounted. Collection of seed made. Specimens 
 of twigs from north, east, south and west sides mounted and 
 compared. Carefully prepared transverse and longitudinal sec- 
 tions of wood. Specimen of newly developed leaves pressed and 
 mounted, showing exposition of leaf area to sun. Specimens of 
 flowers mounted and preserved. Written description should re- ' 
 late growth of tree to atmospheric conditions, soil, etc., and 
 should contain everything that influences its growth. 
 
 DEA^^^XGS. 
 
 September — Leaves showing depredation of insects, in- 
 sects' nests, cocoons, birds' nests and birds found in tree. 
 
 October — Groups of fruit — ^transverse and longitudinal 
 sections, seed. 
 
 Xovember — Twig showing buds and scars. 
 
 December — Tree as a whole showing shape of top, cone, 
 sphere, hemisphere, oval, ellipse. 
 
 January — Transverse section of wood. 
 
 February — Longitudinal section of wood. 
 
 March — Drawing of twig. 
 
 April — Transverse and longitudinal section of bud. 
 
 May and June — Weekly drawings showing development, 
 enlarged bud, arrangement of scales, opening buds, flower 
 and parts of flower. 
 
 TREES FOE DIFFERENT GRADES. 
 
 First. Horse chestnut, maple and sprace. 
 
 Second. Oali, hickory and pine. 
 
 Third. Fruit trees — apple, cherry, plum; flr. 
 
47 
 
 Fourth. Willow, sycamore, poplar, hemlock. 
 
 Fifth. Comparison of trees commercially: as to food, 
 building material, fuel, machinery, railroads, ships, tele- 
 graph and telephone poles, arts and sciences. 
 
 Sixth. Distribution of trees as to latitude and altitude. 
 Comparison of foreign and domestic woods. 
 
 Seventh. Effect of ruthless destruction of trees. Fam- 
 ous trees in history. 
 
 Eighth. Literature of trees. 
 
 The horse chestnut is chosen for the First grade because 
 the parts are large and conspicuous, and can be easily dis- 
 covered by the unskilled hand and untrained eyes of little 
 children; the maple for its beauty, abundance, graceful 
 form of fruit, and brilliant coloring of its leaves in the fall ; 
 the spruce, that comparisons may be made between ever- 
 green and deciduous trees, and because of its relation to 
 Christmas. 
 
 The oak, hickory and pine may be studied as supplying 
 food for the squirrel. The leaves and acorns of as many 
 different oaks, as possible, should be collected and form, 
 size, color, texture of leaves, cups and acorns compared. 
 One class found thirteen varieties in one locality. 
 
 Make a collection of pine cones and twigs and distin- 
 guish between white, yellow, red, Scotch, and pitch pine, 
 by length, form, arrangement of needles and nature of 
 cones. Make collections of nuts that have been used as 
 food and notice wher^ they have been opened, and compare 
 hardness of shells. 
 
 The fruit trees are studied in the third grade in connec- 
 tion with birds and insects and birds showing interde- 
 pendence of animal and plant life, in the distribution of 
 pollen and seeds in return for honey and fruit. Also in 
 connection with the study of amber and gums in which in- 
 
48 
 
 sects have been imprisoned showing difference between 
 extinct and extant species. 
 
 The willow and sycamore are trees which grow best near 
 streams, and should be taken in connection with swamp 
 vegetation. The poplar and willow show marked differ- 
 ence between drooping and erect branching. Compare 
 protection of buds and development' of catkins. 
 
 In the early years of a child's school life most of the 
 work should be devoted to instilling into his soul an in- 
 terest and love for trees, but when he reaches the fifth grade 
 he should begin to appreciate their utility; the factor they 
 have been in civilization. Compare the characteristics of 
 different woods and their value for certain purposes. Why 
 should the wood of one tree be used for the mast and an- 
 other for the keel of a vessel that will weather the fiercest 
 gale, and of another the body of a violin whose vibrations 
 shall thrill the hearts of men. 
 
 Relate great forest belts to regions of constant rainfall. 
 Compare growth of same trees under different conditions of 
 climate. 
 
 Specimens of ebony, mahogany, bamboo, etc., should be 
 compared with pine, oak, etc. Relate to house furnishing 
 and furniture. 
 
 A love for trees should be engendered and a sentiment 
 against the great destruction of forests aroused. When 
 possible have trees planted, and others cared for by de- 
 stroying harmful insect life infesting trees. 
 
 Some experiments can be made showing something of 
 the physiology of plants. Soane very valuable suggestions 
 may be found in "Botany" for June, in "Nature Study," by 
 W. S. Jackman. 
 
 Outline from "Trees of Xorth America," by Apgar. Read 
 "ITnder the I'^ees," bv Hamilton R. Mabie. 
 
49 
 
 STUDY OF BIRDS. 
 
 I. Parts of Body. 
 
 1. Head: bill — upper mandible and lower mand- 
 
 ible, forehead, crown, hind head, nape, throat, 
 ears, chin, eyes, nostrils. 
 
 2. Body: back, rump, upper tail coverts, tail, un- 
 
 der tail coverts, abdomen, breast. 
 
 3. Wings : primaries or hand, secondaries or fore- 
 
 arm, tertiaries or arm, false wing or thumb, 
 greater middle and small wing coverts. 
 
 4. Legs: femur, tarsus, metatarsus, hind toe, in- 
 
 ner or second toe, outer or front toe, middle or 
 third toe. 
 II. Environment: air — aerial; earth — terrestial; wa- 
 ter — aquatic. 
 III. Adaptation of structure to food getting. Birds of 
 prey, climbers, flyers, scratchers, swimmers, 
 waders, divers. 
 IV. Relation of color to nesting habits. Dull color and 
 
 open nests; brilliant color and concealed nests. 
 V. Compare nests : location, material, size, structure. 
 VI. Compare food : manner of securing — characteristics. 
 A^I. Care and rearing of young. 
 VIII. Emphasize beauty, song, use. Kindness to birds. 
 IX. Compare likenesses and differences in structure, 
 habits, and usefulness. 
 
50 
 
 STUDY OF INSECTS. 
 
 I. Head: eyes — simple, compound; antennae, mouth 
 
 parts. 
 n. Thorax: legs, wings. 
 
 III. Abdomen. 
 
 IV. Life cycle : egg, larva, pupa, image. 
 
 NOTE.— Place of deposition of eggs. Environment, food, and 
 habits of lai-val period. Cocoons and different forms of pupa cases; 
 environment, food and habits of image. Compare image with 
 larva. Compare homes, habits, food, members of household, 
 community, life, care of young, thrift, frugality, intelligence, 
 communication, manner of locomotion — walking, crawling, flying, 
 beauty of form, color, adaptation of structure to function, eco- 
 nomic relation of insects — for honey, scavengers, etc. 
 
 Some orders of insects for study — Dragon fly, crickets, 
 potato bugs, butterflies and moths, bees and ants, flies and 
 mosquitoes. 
 
 "Insecta," D. C. Heath & Co. 
 
51 
 
 Outline for Determination of Minerals. 
 
 I. Scale of Hardness. 
 
 1. Talc and Grypsum. Very soft. Can be scratched 
 with 'finger nail, or very easily with a knife. 
 
 2. Calcite and Muorite. Soft. Cannot be scratched 
 with finger nail, but easily scratched with knife. 
 
 3. Apatite and Orthoclase. Hard. Not easily scratched 
 with knife; scratches glass. 
 
 4. Quartz and Topaz. Very hard. Cannot be scratched 
 with knife; scratches glass. Topaz scratches quartz. 
 
 5. Corundum and Diamond. Corundum scratched by 
 diamond and itself; diamond not scratched by any other 
 mineral. 
 
 II. Specific Grravity. 
 
 1. Weight in air. 
 
 2. Weight in water. 
 
 3. Specific Gravity — weight in air; loss of weight in 
 water. 
 
 m. Form. 
 
 1. External. Surface— grape like. Porous— mineral 
 incrustations formed from solutions. Stalactitic— hang- 
 ing from under surface of rock, cone-shaped. Stalagmitic 
 —formed on floors of caverns from dripping water. Strati- 
 fied — deposited in layers. 
 
 2. Internal. Granular, coarse or fine — small crystals. 
 Compact — crystals invisible to unaided eye. 
 
 IV. Tenacity. 
 
 1. Brittle — ^breaks easily. 
 
 2. Malleable— flattens into thin sheets under hammer. 
 
52 
 
 3. Sectile — may be cut into thin slices. 
 
 4. Flexible — retains its form when bent. 
 
 5. Elastic — comes back in its original form when bent. 
 V. Lustre. 
 
 1. Metallic, as in metals. 
 
 2. Non-metallic — vitreous, as in glass. Pearly, as in 
 pearl. Eesinous, as in sulphur, sphalerite, resins. Pitchy, 
 as in cannel coal. Silky or satiny, as in satin spar. 
 G-reasy, or waxy, as in serpentine. Dull, as in chalk. 
 
 VI. Streak. — Color obtained by rubbing mineral over 
 surface of a piece of ground glass or file. 
 ^^11. Diaphaneity. 
 
 1. Transparent, semi-transparent. 
 
 2. Translucent, sub-translucent. 
 
 3. Opaque. 
 
 Vin. Acid tests. Use H. CI. (hydrochloric acid) or dilute 
 H^SO* (sulphuric acid), or both. Use a little of the 
 mineral in a test tube. 
 
 1. Insoluble. 
 
 2. Soluble. With effervescence, with or without heat. 
 Without effervescence, with or without heat. 
 
 IX. Flame Tests. Use a fine splinter of the mineral, or 
 thin edge in the flame of an alcohol lamp or bunsen 
 burner. Note color imparted to flame. 
 
 1. Fusible — melts. 
 
 2. Infusible — does not melt. 
 
 3. Decrepitates. Breaks into small pieces with crack- 
 ling sound. 
 
 4. Intumesces.. Swells up without fusion. 
 Taken from "Nature Study," by W. S. Jackman. 
 
53 
 
 GERMINATION OF SEEDS. 
 
 I. Function of life to reproduce itself. 
 II. Environment and activity of a plant directed toward 
 producing seed. 
 
 A SEED. 
 
 I. Outer parts: hilum or scar-point of attachment; mic- 
 ropyle — opening near hilum. Seed-coats; outer 
 — testa ; inner — tegmen. 
 II. Inner parts: cotyledons — thickened leaves in which 
 nourishment is stored, (a) Dicotyledons — two. 
 (b) Monocotyledons — one. 
 
 Plumule — small terminal bud; caulicle or rad- 
 icle — small stem within seed-coats. 
 Embryo: plantlet. 
 
 Seed, 
 Venation, 
 Wood, 
 Flower, 
 
 I. Dicotyledon. 
 Netted. 
 Einged. 
 Fives. 
 
 11. 
 
 Monocotyledon. 
 Parallel. 
 Fibrous. 
 Threes. 
 
 I. 
 
 ^ Bean. 
 Pea. 
 
 II. 
 
 Corn. 
 Wheat. 
 
 
 
 III. Plant seeds under different conditions. 
 
 1. Light, shade, dark. 
 
 2. Sand, clay, gravel, loam. 
 
 3. Dry, moist, damp. 
 
 4. Hot, warm, cold. 
 
54 
 
 IV. Development of plantlet. 
 
 1. Bursting of seed-coats. 
 
 2. Plumule into stem. 
 
 3. Eadicle into root. 
 
 4. Cotyledons that are leaf-like. 
 
 5. Cotyledons not leaf -like. 
 
 6. Those that grow above ground. 
 
 7. Those that do not grow above ground. 
 
 NOTE.— Record accurately the date of planting, first appear- 
 ance of plant, first leaves, second leaves, etc. Press and mount 
 plants showing development during two or three days. 
 
55 
 
 REFERENCE BOOKS. 
 
 HUMBOLDT LIBRAET OF SCIENCE. 
 
 T'lowers, Fruits and Leaves, 
 
 Pleasures of Life, 
 
 Beauties of Nature, . 
 
 Darwinism, 
 
 The Wonders of the Heavens, 
 
 Light Science for Leisure Hours, 
 
 History and Scope of Zoology, 
 
 Distribution of Life, . 
 
 The Forms of Water, 
 
 Modern Theory of Heat, 
 
 Facts and Fictions in Zoology, 
 
 The Childhood of the World, 
 
 The Birth and Growth of the Myth, 
 
 Man's Place in Nature, 
 
 Nature Studies — Flame, 
 
 Geological Sketches, . 
 
 Familiar Essays on Scientific Subjects, 
 
 The Origin of the Species, . 
 
 The Moral Teachings of Science, . 
 
 Nature Study, 
 
 Thinking, Feeling, Doing, 
 
 The Earth and Man, 
 
 Realm of Nature, 
 
 Ascent of Man, 
 
 Ethics of the Dust, . 
 
 Moths and Butterflies, 
 
 General Methods, 
 
 Morning Talks, 
 
 In the Child World, . 
 
 Siv John Lubbock 
 
 Alfred Russell Wallace 
 
 Camille Flammarion 
 
 Richard A. Proctor 
 
 E. Ray Lankester 
 Alfred Russell Wallace 
 
 John Tyndall 
 
 Gerald Molloy 
 
 Andrew Wilson 
 
 Edward Clodd 
 
 Thomas Huxley 
 
 F. R. Eaton Lowe 
 Archibald Geike 
 
 Richard A. Proctor 
 Thomas Huxley 
 
 Wilbur S. Jackman 
 
 E. W. Scripture 
 
 Guyot 
 
 Mills 
 
 Henry Drummond 
 
 Ruskin 
 
 . Julia Ballard 
 
 Charles Mo Murray 
 
 Sarah Wiltse 
 
 Emile Poultson 
 
56 
 
 Nature Stories, 
 
 Cat-Tales and other Tales, 
 
 A Little Volume of Profitable Tales, 
 
 Little Folk Lyrics, 
 
 Water Babies, .... 
 
 The Eeligious Training of Children, 
 
 Sharp Eyes, 
 
 Strolls by Starlight and Sunshine, 
 
 Happy Hunting Ground, . 
 
 Highways and Byways, 
 
 Pastoral Days, 
 
 How to Know the Wild Flowers, . 
 
 Under the Trees, 
 
 Leaves from Nature's Story Book, 
 
 Flora J. Cooke 
 
 Miss Howliaton 
 
 . Eugene Fields 
 
 Frank Demster Sherman 
 
 Charles Kingsley 
 
 Abby Morton Diaz 
 
 William Hamilton Gibson 
 
 Mrs. William Starr Dana 
 
 Hamilton Mdbie 
 
 Kelly 
 
 GINN & CO. 
 
 Open Sesame, .... 
 
 Seven Little Sisters, . 
 
 Each and All, . . . . . 
 
 The Stories Mother Nature Told Her Children, 
 
 Ten Boys Who Lived on the Road From Long 
 
 Ago Till Now, . 
 The Child and Nature, 
 Brooks and Brook Basins, . 
 The Story of Our Continent, 
 Aspects of the Earth, 
 Common Minerals, 
 Seed Babies, .... 
 Little Flower People, 
 A Beader in Botany, Part I. and IL, 
 Glimpses at the Plant World, 
 Flowers and Fruits, 
 
 Bellamy & Wilder 
 . Jane Andrews 
 
 Frye 
 
 Shaler 
 
 W. P. Crosby 
 
 Margaret Morley 
 
 Hale 
 
 Newell 
 
 Fanny D. Bergen 
 
 Newell 
 
 D. C. HEATH & CO. 
 
 Guide to the Study of Common Plants, Volney M. Spaulding 
 Object Lessons, Series I. and IL, . George Ricks 
 
 My Saturday Bird Class, .... Margaret Miller 
 
57 
 
 Seaside and Wayside, 
 
 
 J. McNair Wright 
 
 Practical Zoology, 
 
 
 Colton 
 
 Animals, .... 
 
 
 . Florence Bass 
 
 First Book in Geology, 
 
 
 Shaler 
 
 Inseota, .... 
 
 
 . Hyatt & Ames 
 
 AMERICAN BOOK 
 
 CO. 
 
 
 The Elements of Zoology, . 
 
 
 Tenney 
 
 New Plant Analysis, . 
 
 
 Apgar 
 
 Trees of North America, 
 
 
 a 
 
 How Plants Behave, . 
 
 
 Asa Gray 
 
 How Plants Grow, 
 
 
 it ib 
 
 Geology, . 
 
 
 Archibald Geikie 
 
 Astronomy .... 
 
 
 Lockyer 
 
 First Book of Zoology, 
 
 
 Morse 
 
 Chapters on Plant Life, 
 
 ■ 
 
 Herrick 
 
 The Child's Book of Nature, 
 
 
 Dr. Horker 
 
 Air, Water, etc., 
 
 
 a 
 
 Friends in Feathers and Fur, 
 
 
 . James Jhonnot 
 
 Some Curious Flyers, Creepers and Swimmers, " " 
 
 Neighbors with Wings and Fins, 
 
 
 U u 
 
 How to Study Plants, 
 
 
 a it 
 
 A. c. m'clukg * 
 
 I CO. 
 
 
 A Song of Life, 
 
 Margaret Warner Morley 
 
 Life and Love, 
 
 
 a It a 
 
 MACMILLAN & CO. 
 
 Object Lessons in Elementary Science, 
 Vol. I. and Vol. II. . 
 
 Vincent T. Murchi 
 
58 
 
 SCIENCE LITERATURE. 
 
 FIRST GRADE. 
 
 The Story of the Poplar Tree, Nature Stories, Flora J. Cooke 
 
 Golden Eod and Aster, . " " 
 Olyte, ... 
 
 The Anxious Leaf, . . . Henry Ward Beecher 
 
 I'll Tell You How the Leaves Came Down, . 
 
 Susan Coolidge 
 
 Seedlings on the Wing, . Cat Tales 
 
 Miss Howliston 
 
 Pussy Willow's Hood, " 
 
 ii 
 
 The Vine and the Oak, 
 
 Myra Pratt 
 
 The Discontented Pine Tree, 
 
 Donai 
 
 Iris, 
 
 Cooke 
 
 The Pot of Gold, 
 
 C( 
 
 Hermes, .... 
 
 (t 
 
 The Wind and the Sun, 
 
 ^sop 
 
 The King of the Golden Sword, . 
 
 Cooke 
 
 The Snow Man, 
 
 Hans Anderson 
 
 Margaret's Choice, 
 
 Miss Howliston 
 
 The Story of the Amber Beads, . 
 
 Jane Andrews 
 
 Cupid and Psyche, ... 
 
 . Bullfinch 
 
 The Story of Phaeton, 
 
 (( 
 
 Clytie, 
 
 (( 
 
 Arachne, . 
 
 (( 
 
 The Wise King' and the Bees, Nature Stories, Flora J. Cooke 
 The Wise King and the Ants, " " 
 
 Arachne — Origin of the Spider, " " 
 
 How the Eobin Got His Red Breast, " " 
 
 The Fos and the Stork, .... Msop's Fables 
 The Crow and the Pitcher, . . " 
 
59 
 
 SECOND GRADE. 
 
 The Little Brown Seed 
 
 The Walnut that Wanted to Bear Tulips. 
 
 The Pea Blossom. ....... 
 
 The Fir Tree, . . . Hans Anderson 
 
 The Vine and the Oak, . . . Eugene Fields 
 
 The Tree, Whiitier 
 
 The New Carpet, . . Leaves from Nature 
 
 The Golden Rod and Asters, . Jane Andrews 
 
 The Crow and the Pitcher, . . . ^sop 
 
 Indian Story of the Eobin, . . Lone/fellow 
 
 Northern Legend of the Woodpecker. .... 
 
 The Oriole's Nest, 
 
 What Broke the China Pitcher, 
 
 The Fairy Mercury, 
 
 The Tree that Tried to Grow. 
 
 Water. 
 
 Athena. 
 
 The Four Winds of Hiawatha, 
 
 The Snow Queen, 
 
 A Legend of the Milky Way, 
 
 A Legend of Jupiter's Moons, 
 
 Aurora. 
 
 Phaeton. 
 
 Apollo. 
 
 Swan Maidens. 
 
 Damphne. 
 
 Kate Douglas Wiggin 
 Howliston 
 
 Hans Anderson 
 Wilse 
 
 THIRD GRADE. 
 
 Philemon and Bances, 
 The Mistletoe, . . . . ■ 
 
 The First Christmas Tree, . 
 Springtime, ..... 
 The Little Brown Seed in the Furrow. 
 The Death of the Flowers. 
 
 Cooke 
 
 Sir John Lubbock 
 
 Eugene Fields 
 
60 
 
 The Under World, . 
 
 Treasure Boxes, 
 
 The Discontented Pine Tree, 
 
 Little White Lily, . 
 
 The Baby in the Woods, 
 
 The Storks, . . . • 
 
 The Kobin and the Violet, 
 
 Sea Life, 
 
 The Housekeeper — The Snail, 
 
 Solomon and the Bees, 
 
 The Eagle, 
 
 The Sandpiper, 
 
 The Eeturn of the Birds — Wake Robin, 
 
 Bird's Nests, ... 
 
 The Snow Walkers — Winter Sunshine 
 
 The Fox, 
 
 The Tragedies of Nests, 
 
 Winter Neighbors, " 
 
 Bird Enemies, " 
 
 A Peep Into One of God's Storehouses. 
 
 The Death of the Flowers, . 
 
 To the Fringed Gentian, 
 
 The Planting of the Apple Tree, 
 
 Robert of Lincoln, 
 
 " Picciola," 
 
 Apple Blossoms, 
 
 A Day in June, 
 
 The Brown Thrush, 
 
 To the Dandelion, 
 
 A Mussel Shell, 
 
 The Music of the Spheres. 
 
 September, 
 
 Pebbles, 
 
 . Jane Andrews 
 
 . Normal Reader 
 
 Oeorge MacDonald 
 
 Kate D. Wiggins 
 
 Hans Anderson 
 
 . Eugene Fields 
 
 Jane Andrews 
 
 Charles Lamb 
 
 John Q. Saxe 
 
 Alfred Tennyson 
 
 Celia Thaxter 
 
 John Burroughs 
 
 W. C. Bryant 
 
 . Saintine 
 
 Margaret Sangster 
 
 Lowell 
 
 Wm,. D. Gallagher 
 
 James R. Lowell 
 
 Celia Thaxter 
 
 Helen Hunt 
 . Jane Andrews 
 
 A Soul in Grass and Flower, 
 Rhoecus, . 
 
 FOURTH GRADE. 
 
 James Russell Lowell 
 
01 
 
 The Mountain and the Sea, 
 A Story of the Forest, 
 Flower in the Crannied Wall, 
 The Yellow Violet, . 
 The Oak Tree and the Vine, 
 Damphne — Origin of the Laurel Tree, 
 A Spray of Pine, Signs and Seasons, 
 
 . Eugene Fields 
 
 Kate D. Wiggin 
 
 . Tennyson 
 
 William Cullen Bryant 
 
 . Eugene Fields 
 
 . Bullfinch 
 
 Burroughs 
 
 The Bean-Field, 
 
 The Spring Time, 
 
 The Mystery of the Seed. . 
 
 Through the Year with the Poets. 
 
 September and October, 
 
 Treasures of Snow — A Year of Miracle, 
 
 Ceres and Persephone, 
 
 Balder, ...... 
 
 The Spacious Firmament on High, 
 The Heavens Declare the Glory of God, 
 A Winter Walt, . . . . 
 
 Winter and Summer, 
 
 Summer Wind, 
 
 Autumn Woods, . . . . 
 
 To a Waterfowl, 
 
 Woodman, Spare That Tree, 
 
 The First Snow-Fall, 
 
 Thanatopsis, . . . 
 
 The Chambered Nautilus, 
 
 Walden — Henry D, Thoreau 
 . Eugene Fields 
 
 Helen Hunt 
 
 . W. C. Gannett 
 
 . Bullfinch 
 
 Joseph Addison 
 
 Bible 
 
 Henry D. Thoreau 
 
 Carey 
 
 Bryant 
 
 Wilson Flagg 
 
 W. C. Bryant 
 
 George P. Norris 
 
 J. H. Lowell 
 
 Bryant 
 
 . O. W. Holmes 
 
63 
 
 POEMS. 
 
 John G. Whittiee. 
 The Corn Song. 
 April. 
 
 The Barefoot Boy. 
 The Huskers. 
 Among the Hills. 
 Sweet Fern. 
 
 Henry W. Longfellow. 
 Autumn. 
 Eaiu in Summer. 
 Woods in Winter. 
 The Song of Hiawatha. 
 The Reaper and the Flowers. 
 
 Oliver W. Holmes. 
 The Last Leaf. 
 Evening. 
 
 The September Gale. 
 The Chambered Nautilus. 
 
 Jambs Russell Lowell. 
 The First Snowfall. 
 Parts of the Vision of Sir 
 Launfal. 
 
 James Russell Lowell — Con. 
 The Singing Leaves. 
 Under the Willows. 
 To a Pine Tree. 
 To a Birch Tree. 
 To a Dandelion. 
 
 William Cullen Bryant. 
 
 To a Waterfowl. 
 
 Death of the Flowers. 
 
 The Yellow Violet. 
 
 To a Cloud. 
 
 To the Fringed Gentian. 
 
 Return of the Birds. 
 
 Thanatopsis. 
 Ralph Waldo Emerson. 
 
 The Snow Storm. 
 
 Wood-Notes. 
 Henry D. Thoreau. 
 
 Walden. 
 
 Excursions. 
 
 John Burroughs. 
 
 Locust and Wild Honey^ 
 Winter Sunshine.