INTRODUCTION xvii 



times asked outright, but are often revolved over 

 and over before they are given voice. 



The child is learning to think. The interest, curi- 

 osity and wonder that gradually supersede the im- 

 agination are a part of that thought growth which 

 leads to reason. In his limited way the child 

 reasons about whatever excites his wonder. Those 

 objects that had existed for him before in a world 

 of fancy belong now to the real world in which he 

 lives. 



Moreover, the child at this age must know the 

 truth. He is not content to be put ofT with a hasty 

 answer that does not satisfy his mind. Indeed, many 

 children of nine have developed a reasoning power 

 not suspected by their elders, because children so 

 young have not yet learned to express their thoughts 

 clearly. 



The growing minds of these children should be 

 most carefully fostered. This may be accomplished 

 not only by interested and truthful answers to their 

 questions, but by so guiding their newly awakened 

 faculty of perception that they will observe correctly 

 those things which have awakened their interest. 



In no other way can this be accomplished with so 

 much lasting benefit to the child as by the study of 

 nature. The natural objects which he sees on his 

 way to and from school, if carefully observed, will 

 furnish a legitimate field for his newly developed 

 faculties of observation, curiosity and wonder. The 

 training thus given to the powers of observation will 

 often turn an apparently dull child into a bright and 

 alert boy or girl. 



