the crudities and distracting excitements of savage life.
The next two or three years, i. e., the fourth and fifth grades, and perhaps the sixth, will be devoted to American history. It is then that history, properly speaking, begins, as the study of primitive life can hardly be so called.
Then comes Greek history and Roman, in the regular chronological order, each year having its own work planned with reference to what has come before and after.
The science work was more difficult to arrange and systematize, because there was so little to follow—so little that has been already done in an organized way. We are now at work upon a program,[1] and I shall not speak in detail about it. The first two or three years cultivate the children's powers of observation, lead them to sympathetic interest in the habits of plants and animals, and to look at things with reference to their uses. Then the center of the work becomes geographical—the study of the earth, as the most central thing. From this almost all the work grows out, and to it the work goes back. Another standpoint in the science work is that of the application of natural forces to the service of man through machines. Last year a good deal of work
- ↑ This year's program is published in the Elementary School Record. Address The University of Chicago Press for particulars.
