A : :/: *"S '*!? :NATURE-STUD Y 



be in an intelligent relation with man and nature, just 

 as much as in adult years. 



The child wants to know about the social and industrial 

 life around him, and the origin, working, and use of the 

 manifold devices and processes on every hand. He not only 

 wants to know these things for himself, but that he may 

 explain them to others; to entertain, to be helpful and useful 

 to others. Later comes the desire to share in the world's 

 work as a self-supporting member of society. 



When studies are presented with this social consideration 

 the pupils appreciate the motive themselves perhaps not 

 fully but enough to make them feel it worth their while to 

 study. A real interest is infused into their work, a real 

 object to be gained is perceived. They feel that they are 

 studying not merely for the sake of learning, but for the bear- 

 ing it has upon their own lives. 



The reality of the studies and their connection with life 

 are made very evident when they are drawn from the child's 

 immediate home, the surrounding fields and hills, the school- 

 house itself, and the industries of his community. House- 

 hold articles, the kitchen processes, the hygienic measures 

 of the school, the plants and animals of the garden, farm, and 

 forest, the varied occupations of the community, and the in- 

 numerable machines and processes by which these are carried 

 on all claim attention and demand investigation. A study 

 of the fundamental industries of man, especially in their 

 primitive form, leading up to their present development, 

 affords not only an intelligent grasp of the social industries, 

 but gives an historic insight into their development which 

 increases the social value of the information. Moreover, a 

 rational basis is laid for the study of history and geography. 



