hunter] NATURE AND HIGH SCHOOL 353 



The above figures show that less than n per cent of the schools 

 answering the questionnaire report correlation to the extent of 

 basing the high school science, especially biologic science, upon 

 the foundation laid down by the nature study of the elementary 

 school. 



If we believe that correlation of a general nature ought to exist, 

 and most of us do believe this, then this report is not of an 

 extremely encouraging nature. The nature study movement 

 is still young but should not better results be attained than 

 these figures seem to warrant? And, if this state of affairs does 

 exist, what are the reasons for its existence from the high school 

 teachers point of view. 



Reasons why the correlation is not undertaken, or when undertaken 

 is not successful. 



The following answers, taken at random from those sent in, 

 will serve to show the factors which mitigate against successful 

 correlation. 



"Work in the grades is not uniform, therefore no correlation." 

 This is a rather frequent reason given. Boston high schools 

 report that "the nature work in the various schools feeding our 

 high schools is so various that we cannot correlate." A St. Louis 

 school says "Nature Study is so unequally developed, depending 

 upon the training and preference of grammar school principals 

 and teachers that we cannot depend upon anything definite." 

 A New York high school teacher writes "the nature study differs 

 so much in the various schools that it is almost useless for building 

 material." From Missouri, Ohio, Michigan, New York, New 

 Jersey and several other states is the cry of lack of uniformity 

 in the nature study work. 



Another objection, closely allied to the above objection to 

 nature study as now given is lack of system and of organization. 

 Massachusetts, Michigan, Missouri, and Ohio all make this 

 objection. 



A third comment is upon the method of presentation. Numer- 

 ous schools say that the nature work consists largely of reading or 

 "book work." To such preliminary work the science teacher 

 naturally enough, can give little attention. 



Another valid objection, and a rather universal one, is that some 

 schools feeding a given high school may give the work while 

 another may do absolutely nothing with the work. This of is 



