1 06 NAT URE-ST UD Y RE VIE W [11 :3— Mar. ,1915 



Nature-Study and Geography — In home geography, the correla- 

 tion between nature-study and geography is so close that fre- 

 quently the two are taught together for the first two or three grades 

 under name of nature-study. The relation between these subjects 

 is also close in the later grades. Geography is constantly dealing 

 with nature-study topics, thus presenting a natural opportunity 

 for correlation. 



Methods of Correlation — Correlation may be brought about in 

 several ways. For instance if it is desired to correlate nature-study 

 and art, the following possibilities arise: i, during the art period 

 a brief study from the nature-study standpoint may be made of the 

 material being drawn; 2, during the nature-study period drawings 

 may be made of the materials being studied ; and 3 , the same topic 

 may be studied in both the nature-study and art periods, in one 

 from the nature-study standpoint, in the other from the art stand- 

 point. The method to be used will depend upon the conditions 

 existing in the school. The last arrangement seems from some 

 standpoints the ideal one, but under present conditions it is difficult 

 to bring it about. If both subjects to be correlated are taught the 

 methods suggested under 1 and 2 offer the best opportunity. If 

 only one of the subjects is taught in the school, the only possibility 

 is to correlate with the other subject during the regular period of 

 the first subject. The writer suggests that the teacher may 

 occasionally utilize a part of the nature-study period for art work 

 and for the study of literature appropriate to the nature-study 

 topic. 



The chart on the following page may suggest some of the 

 possibilities of correlation with a few leading nature-study topics, 

 showing what may be done in the nature-study period. 



Basis of Organization 



The basis for the organization of this outline has been sought in 

 the child's life rather than in the subject matter; and in the inter- 

 ests and needs of the child's present life and immediate future, 

 rather than in the interests and needs of the distant and indefinite 

 future. In thus stressing the present, the future is not overlooked, 

 for the fulfillment of the child's present needs is the best possible 

 preparation for the fulfillment of his future needs when these may 

 arise. 



