Distinguish schist; mica, hornblende, feldspar, chlorite, according to mineral composing it. Thin or thick bedded? Note that shale is found below all coal seams. COAL. Kinds; weight; luster; color, hardness; odor; flame. Compare peat, coke, graphite, anthracite and bituminous coal. Cleavage, formation; fossils; use of plants. Trace history, from peat to anthracite. Coal mines of Washington, of the world. Relation of coal to petroleum; the diamond. IRON. Kinds; color; formation; hardness; uses; value. Where found? Cause of rust; presence in plants; stain of iron on cloth. CATERPILLARS. Collect various kinds and fasten in screened cage. Observe: Colors, reason for colors; parts-body, head, feet; rings, covering, simple eyes, jaws, etc. Segments. First segment, second segment— size, color, appendages. Openings for breathing, twenty-two. Warm or cold blooded? SNAILS. Shell: Whorls, apex, aperture, operculum. Animal: habitat, habits, food use. GRASSHOPPERS. Habitat, habits, food, structure, life-history. Eggs: size, color, shape. From outline above study cricket or locust. Experiment by keeping some in school room, and note food, amount and kind. Compare with scale wings, and observe differences. Food for all common birds. BEETLES. Kinds; appearance, colors, covering, structure, life-history. Study lady bugs, potato beetles, and borers. Where most abundant? Contrast wings of beetle and bee. Are there beetles that do not fly? Examine mouth parts; compare with grasshopper, fly, spider. Find organs of seeing and hearing. Enemies-means of attack or defense. Which are injurious to plants? Beneficial? Useful or harmful to man? DOMESTIC ANIMALS. Parts: Body, skin, hair, head, ears, eyes, teeth, food. Habits: Movements, disposition, training of senses. Why difference in movements? Compare cat and dog; horse and cow; how feet are placed in walking, trotting, galloping. Capacity of speed. Observe the legs of rabbits, cats, squirrels, or mice. Which walk with feet parallel? Toes diverging outward? Elect subjects and study from outline, working out reasons for habits noticeable as being peculiar; effects of domestication; value to man; dependence upon man; duty of man to animals. TREES. Material:. Twigs, small branches, pieces of wood and bark. Keep twigs in water until study is made of buds. Appearance, branchlets, buds, bark, structure of wood, range. Buds that are naked; covered with hairs; with varnish or resin; opposite buds; alternate. Classify trees according to soil and locality. Where do we find willows and poplars? Maples, oaks, spruce, firs, etc.? Life history of soft maple, poplar, cottonwood, or trees that can be conveniently studied. Annual history-effect of rain, snow, etc.-branches, buds, mark, size, shape. SNAKE. Have small snakes in clean glass jars for class to examine. Parts: Head, scales, eyes, nostrils, mouth, skin, color. Renewing of scales; casting skin; how? Bones, how connected? Food, how swallowed? Observe teeth in single row; shape, points curved backward. Note that poisonous snakes have flat, triangular heads, small necks, and usually thick, stumpy bodies. Eggs: numerous, long, softshelled. How hatched? Condition of young ones when hatched. SPIDER. Food, juices of insects; hibernates in nests of web. Examine webs; eggs (laid in little bags of web in the cracks of boards, or scales of bark, etc.). Parts, habits, habitat. Study specimens brought by pupils; note differences between spider and insect; spider and bug. Experiment with spider placed so that it cannot escape but by spinning a web. Distinguish different kinds; jumping spider, running spider, cobweb weaver, orb weaver, crab spider. Interesting notes may be added about trap- door spider and tarantulas of the South. BIRDS. Continue work begun under Primary Grades, learning traits, habits, distinguishing features or song birds and birds of prey. CLOVER. Kinds: Red, white. Observe differences of corollas, calyx. Find stipules, leaf stalks, keel, stamens. How fertilized? Why by longtongued insects. Why import bumble bees where red clover failed to set seed? The beginning of a collection of plants should be made in the grades; and with helpful suggestions pupils should be encouraged to press and preserve specimens. By learning characteristics of family groups, and being able to distinguish them, they have a foundation for a strong course in botany. SHEPHERD'S PURSE. Examine parts-calyx, corolla, stamens, pollen, pistel, seed case, etc. Shape of corolla, Greek cross, sign of Mustard family. Stamens, 4 long, 2 short. Observe seed pods. Select twenty subjects found in locality, study and preserve. press may be kept at school and pupils have charge of the work. METEROLOGY. A Continue weather record, as outlined, noting local conditions, prevailing winds, cloud forms, etc. Advantage should be taken of any peculiar specimen that may be brought, to study it while having opportunity. An awakened, interested class find many of these and the course as outlined is designed only to begin that which the live teacher is quick to supplement from her own environment. Nature Literature: Whittier's Child Life. Lovejoy's Nature in Verse. F. D. Sherman's Little Folks' Lyrics. Mrs. Dodge's Verses Along the Way. Margaret Sangster's Little Lords and Ladies. Wiltse's Stories for Kindergartens. Morse's First Lessons in Zoology. Directions for Collecting Insects, (free), Smithsonian Insti- Thirty-six Observation Lessons on Common Minerals, Clapp. Plants and Their Children, Mrs. Dana. AGRICULTURE. SEVENTH AND EIGHTH GRADES. It is not intended that this work shall be merely a repetition of the Nature Study. Wherever a text-book is used, it is recommended that the outline be followed, as given in text-book. Study of Seeds. 1. How to test seeds. inate. How to preserve seeds so that they will germ 2. Germination of seeds in different soils and in different conditions of soil. 3. Amount of seed to be sown. (a) Relation of amount of seed to size. (b) Relation of amount of seed to the manner of growth of crop. Study of Roots. 4. Relation of root structure to soil cultivation. (a) Whether deep or shallow cultivation is needed. (b) Whether soil should be pulverized. (c) Whether much or little moisture is necessary. 5. Relation of climate to crops. (a) How far are the crops of your section determined? temperature; (2) by humidity. (b) Atmospheric conditions in the relation to growing crops. 6. Fertilization of soils. Best fertilizers for the crops of your section. Why? (1) by 7. Study of the physical properties of soils and their relation to crops. 8. Study of insects. (a) Which are injurious, and how may their ravages be checked? (b) Which are beneficial and how may they be preserved? 9. Study of birds (as above). 10. Study of weeds. (a) Their habitat. (b) Manner and time of growth. (c) Structure of roots. (d) Time of ripening. with a view to determining the best mode of eradicating. 11. Trees, etc. Grafting and budding. Pruning and spraying. 12. Study of plant diseases and parasites. 13. Pollination of blossoms. (a) What is pollination? (b) Results of proper and improper pollination. (c) Comparison of self pollination and cross pollination. (d) Means of pollination. (e) Origin of hybrids. 14. Forestry and its relation to agriculture. Domestic Animals. 15. Horses. (a) Draft. (b) Saddle. (c) Carriage. (d) General purpose. 16. Cattle. (a) Beef. (b) Dairy. (c) Care and shelter. (d) Feed. What elements needed in food. Balanced ration. (e) Relation of care and feed to quantity and quality of milk or meat. 17. Sheep. (a) Mutton breeds. (b) Wool breeds. (c) Care of Sheep. (d) Benefit to a farm. 18. Hogs (as above). 19. Relation of domestic animals to other branches of agriculture as carried on in your vicinity. Teachers should secure for themselves and their pupils bulletins published by the Washington State College and by the Department of Agriculture, Washington, D. C. Pupils would be interested in the instructions for judging live stock, fruits and cereals issued by Washington State College. It is intended that attention be given to the actual crops in cultivation in the pupil's own vicinity, and not to the theoretical study of crops which he never or seldom sees. Probably no school will be able to cover every subject indicated. Those subjects most applicable to the agricultural industries of each section should be studied by the pupils of that section. DRAWING. DISCUSSION. Connect all study of form and drawing as closely and naturally as possible with other lines of school work. Encourage especially all attempts at sketching from natural objects. If a drawing is distinctly bad, try to cultivate more thoughtful observation. The trouble is most likely to be a mater of imperfect observation. Have all drawing entirely freehand, allowing no use of rulers for straight lines. Use eraser as little as possible. The object is not to get perfect results, on paper, but to train senses, mind and hand to work together. Make an effort to have good pictures on the walls and encourage children to study and discuss them. Encourage children to observe beautiful and appropriate forms in everyday objects, furniture, household belongings, etc. Start them in the habit of noticing how things are made and appreciating what is especially well designed as to form and color. OBJECT DRAWING IN THE PRIMARY GRADES. The most effective means of teaching drawing to primary pupils is by example. The teacher must lead, not push; must draw, not talk; show how by doing, not explaining. How does a boy learn to swim? (1) He sees other boys swim. (2) He wants to swim. (3) He tries and swims. It is the same with flying kites, playing marbles, jumping the rope, riding a bicycle, etc. They see; they have the desire; they learn. Your pupils will learn drawing precisely the same way if they have the opportunity. Procure some simple objects, any simple form will do; leaves, boxelder, seeds, simple flowers, etc. (1) Give an object to each pupil and ask him to draw it on his slate or tablet. Let the pupils begin work immediately. Teach them to hold the object in one hand between the thumb and forefinger in an easy position, to look at it and then draw, then to look again and do the same. The try is what you are after, not the drawing. (2) You step to the blackboard with the object between your thumb and forefinger and draw it on the board. Don't talk, don't explain; don't say a word; simply draw, and bright eyes will do the rest. Your drawing is not for them to copy, but to show how, to lead, to encour |