BiLLiG] NATURE-STUDY SITUATION IX KAXSAS 325 



girls learn the principles of gardening which are applied in their 

 home gardens. The community market reserves a section for the 

 use of children where products from the school and home gardens 

 may be sold. 



This correlation is brought about by the child, who, when working 

 on his project feels the need of help from the various sources. 

 It is he who after careful study states his problems and seeks 

 assistance from the different departments which gladly co-operate 

 with him. 



This correlation is prominent in all projects undertaken. The 

 extent to which it is felt in the school and carried out in the com- 

 munity at large varies with the nature of the project undertaken. 



It is evident, then, that our elementary school curriculum 

 cannot longer consist of many separate subjects each of which is 

 developed from the point of view of a specialist for the advance- 

 ment of his own subject but must be a unit with a strong central 

 purpose. Each study serving as a necessary part of the success- 

 ful carrying out of the aim ; each study remaining in the curriculum 

 because it is an instrument or tool with which the school cannot 

 dispense if the boys and girls are to become socially and economi- 

 cally efficient men and women in the community in which they 

 are living. 



NUMBER OF SCHOOLS REPORTING 



To Questionaire 71 



Teaching Nature-Study 59 



Not teaching Nature-Study 12 



Organized course 17 



Unorganized course 40 



Organizing course 2 



Correlating Nature-Study with some study 15 



Teaching Nature-Study in grades 1-8 26 



Teaching Nature-Study (only) in grades 1-6 11 



Teaching Nature-Study (only) in grades 1-4 11 



Teaching Nature-Study throughout the year 29 



Teaching Nature-Study spring and fall 1 



Supervisor of Nature-Study 5 



Chart I. The Xature-Study situation in Kansas; based on data received 



from 71 schools 



