xii ANALYTICAL TABLE OF CONTENTS. 



IV. How NATURE STUDY AIDS (Continued) PAGE 



B. To his intellectual environment, man (Continued) 



2. Helps him to realize what he owes to man, as well 

 as to nature. 



C. To his spiritual environment, God 129 



1. The child appreciates better the works and gifts 



and care or providence of God. 



2. Can he do this without better realizing his duty 



toward God? 



CHAPTER VI. 



The Limitations of Nature Study. The Two Centres of Education: 

 Nature and Man. 



I. NATURE STUDY CANNOT BE MADE BASIS OF A COMPLETE 



EDUCATION 134 



II. NATURE is BUT ONE CENTRE OF EDUCATION. MAN is THE 



OTHER .134 



A. Child must be related to nature, man, God. 



B. Child is related to God through nature and man ; hence, 



C. All formal education may be grouped about two cen- 



tres, nature and man. 



D. Education incomplete which neglects either nature study 



or man study. 



III. RELATIVE IMPORTANCE OF THESE Two CENTRES DURING 



EARLIER AND LATER PERIODS OF ELEMENTARY EDU- 

 CATION 138 



A. Child world is a world of sense; hence nature study 



most important centre in earlier education. 



B. Intellectual environment, man study should be prom- 



inent in later education. 



C. Application to school-work. 



1. To nature study, history, and literature. 



2. To work based on these, reading, writing, drawing, 



geography, arithmetic. 



IV. LIMITATIONS OF NATURE STUDY 141 



A. It provides for adequate study of but part of child's 



environment, nature. 



B. It does not give child the benefit of a knowledge of 



the experiences of the past. 



C. It does not necessarily provide for adequate formal 



work in expressive studies. 



