CORRELATION 55 



of this subject and nature-study. In fact, much of the geog- 

 raphy would be unintelligible or vague without a study of 

 the underlying phenomena and the animals, plants, and other 

 natural objects referred to. Many teachers do make a study 

 of these things in geography, but that amounts only to 

 the introduction of nature-study into geography. More 

 would be gained by studying these natural objects and 

 phenomena in a separate nature-study period, when they 

 could be discussed more in detail. They should be still 

 used as explanatory of the geography lesson. 



Sometimes it is difficult to decide whether a certain lesson 

 should be called geography or nature-study. The fact is 

 that much of geography is pure nature-study and might very 

 properly be called so. This is especially so with the phys- 

 ical part of the subject. Of course, political and com- 

 mercial geography bring in more of the human element, and 

 yet even here there is almost constant need of the aid of 

 nature lessons. A few illustrations of correlation between 

 geography and nature-study will be in place. 



The child's introduction to formal geography should be 

 through nature lessons on the surroundings of his own home. 

 In field lessons he should learn to recognize the simpler earth 

 features and note their causes as far as he is able, and also to 

 note the present operation of the earth-shaping forces. This 

 . might be called Earth-Study. Then he should study a little 

 about the effects of heat and cold, atmospheric moisture, 

 clouds, rain, snow, dew, ice, and wind. He should learn the 

 points of the compass, the use of the weather-vane and the 

 thermometer. This might be called Weather-Study. A few 

 simple astronomical facts appropriate to such young minds 

 should be studied, such as the most obvious facts about the 



