[Sidenote:  Correlation of Studies]

Yet this apparently great increase of subjects in the number of studies actually lessens the amount of work required of the child, because all these different activities, by means of what is called correlation, are brought to bear upon the same subject.  For example, the class which goes out for a field trip to visit a near-by brook sees the water actually at work, cutting its way to the river, and thence to the sea.  They measure its force and note its effects; they make a water-color sketch of some curve of it; they notice what birds and insects are about; what flowers grow there; what indications there may be of burrowing animals.  When they get back to school they model, perhaps, some bird that they have noticed; or in the geographical laboratory, with streams of water try to reproduce in miniature the action of the brook upon the soil through which it flows.

For their arithmetic lesson they estimate the number of years the brook must have been flowing to have cut its valley to its present depth.  They make a full report and description of their day’s work for their reading and writing lesson.  They have thus gained an immense amount of information, and have done a great deal of hard work; but instead of being nervously exhausted, they are bright and exhilarated.  Such fatigue as they know is wholesome and fits them for a sound night’s sleep.

[Sidenote:  Home Expedients]

When it is impossible to send the child to such a school as this, something may be done by supplementing the ordinary school by some of these procedures.  The clay jar, the crayons, and the paints have already been suggested, and with the parents’ interest in the child’s studies, helping him to model and paint things which he studies at school, he will instantly show the good effect of the home training and encouragement.  As for field trips, the regular Sunday walk, or evening stroll, may be made to take its place.  If you think that you do not know enough to teach your child on these walks, give him then the privilege of teaching you.  He will work the harder in order to rise to the occasion.

[Sidenote:  Physical Culture]

As for physical culture, if your school is without it, your barn, your parlor, and your lawn may supply it in some sort.  In the barn may be a trapeze; there is already the ladder and the hay-loft; on the lawn may be a swing, trees to climb, and the tennis court.  In your parlor may be a little home dancing school, where for a half an hour or so, the children march, skip, or two-step to music of your making.  In the wood shed may be a carpenter’s bench with real tools, where he may work and get some of the good of manual training.

[Sidenote:  Showy Accomplishments]