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Updated: May 7, 2025
In these grades natural science or nature study form a necessary complement to the circle of historical and geographical topics treated. Many interesting natural-science subjects, suggested by history and geography, can not be dealt with satisfactorily in those studies; for example, the tobacco plant, the cactus, the deer, the hot springs, the squirrel, the mariner's compass.
Finally, physical geography is permitted to spread over much the same ground from a natural-science standpoint, giving many additional and interesting facts and laws concerning zones, volcanoes, ocean-beds and currents, atmospheric phenomena, geologic history, etc.
The history stories and geography suggest a large number of natural-science topics, so that there is abundant choice of materials while remaining in close connection with those studies. The vegetable and animal life and products of the sea, suggested by the voyages, are fishes, dolphins, whales, sea-birds, shells. Other topics are the construction of ships, the mariner's compass, and astronomy.
Natural science studies begin naturally with the home neighborhood, with its plants, trees, animals, rocks, inventions, and products. But having surveyed and learned many of these things at home in his earlier years, the child is prepared, when geography and history begin, to extend his natural-science information to the larger geographical regions.
Next day this whole body of farmers, with their wives, sons, and daughters, were upon us. Everything was shown them. Knowing next to nothing about modern appliances for instruction in science and they were amazed at all they saw; the libraries, the laboratories, and, above all, the natural-science collections and models greatly impressed them.
It would seem that the large number of natural-science topics touched upon by the history, when increased by the variety of home objects in nature and by still others called up by the geography work of these years, would give sufficient variety to the natural science work of the same period.
By omitting some of these topics and enlarging upon others, developing the notions of classes and principles so far as is desirable, the natural-science lessons may be made sufficiently scientific without losing the close relation to the central subject-matter for the year.
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