SCIENCE IN THE ELEMENTARY SCHOOL 7

of questioning, of turning curiosity into action, will lead the
child into constantly new and ever-broadening experiences.
 The Relationship of Science to Curriculum Planning and
Organization. Science is one of the major streams of experi-
ence which run through the child's entire school life, from the
first grade through the twelfth. Science, together with the
other areas frequently described as language arts, social studies,
mathematics, health-safety, physical education, and creative
arts, all contribute to general education through approximately
the ninth grade. At the senior high level some of the areas are
differentiated to serve the purpose of special education for cer-
tain pupils while elements of nearly all the areas continue to
meet general education purposes, i. e., the common needs of all
the pupils.
 Since these other subject areas also make a contribution to
the basic aims of education, there is often a functional relation-
ship among the subjects. The satisfactory solution of a prob-
lem frequently requires content from many areas. For example,
working out the solution to the question, "Why did our com-
munity grow up here?" would draw on social studies, science,
health, mathematics, and language arts.
 The relationship of science to some subjects is also a recip-
rocal one. Thus science and reading are reciprocal. Every ex-
perience in science enables a child to bring more to the printed
page and therefore become a better reader, while every increase
in reading skill enables him to learn more science.
 A consideration of the relatedness of learning leads to the
conclusion that instruction may be said to have three phases or
ways of organization: integrated, direct, and individual. Some
science learning is acquired in each of the three ways. The
integrated phase of the curriculum refers to that portion of the
total learning situation in which the child explores fully and
freely problems of interest to him and of value to society. Large
unit teaching is another term which has been applied to related
experiences of this kind. The direct teaching phase refers to
that portion of the total learning situation in which the child
deals more directly with the skills, meanings or understandings
necessary to carry on the activities of the unit or to meet other
needs that he may have. The individual phase refers to what
is commonly called individualized instruction, which provides for
meeting differences in interests and abilities. For a fuller dis-
cussion of integrated, direct, and individual instruction, see
Bulletin 9, A Guide to Improved Practice in Florida Schools,
State Department of Education, Tallahassee, 1940, pp. 47-50,
184-191.
 The integrated phase. Modern educational philosophy and
practice emphasize the importance of the relatedness of learn-