286 NATURE STUDY. 



for the teacher to attempt to teach the young child any- 

 thing about the real relations of the earth and the heav- 

 enly bodies. To attempt to begin work in geography 

 with little children, with a study of the earth as a planet, 

 or with a discussion of the nebular hypothesis, is as ab- 

 surd as it is to begin the study of plants in the elemen- 

 tary schools with the plant cell. Both are utterly beyond 

 the grasp of little children. While such a beginning may 

 be logical for the adult, it is illogical and unpsychologi- 

 cal from the standpoint of the child. 



But even in the primary grades foundations may be 

 laid for some comprehension in later years of the rela- 

 tions of the earth to the other heavenly bodies. The 

 children may learn to appreciate a little the beauty of 

 the starry vault, and to recognize and name the more 

 prominent planets, Venus, Mars, and Jupiter, and a few 

 constellations and stars, and may read some of the 

 myths connected with the heavens. They can observe, 

 and perhaps record, the changes in the position of the 

 sun, and in the position and appearance of the moon. 

 After giving some attention to the heavens, during three 

 or four years, they may begin very cautiously to study 

 a -little about the real relation of the earth to the sun 

 and moon, and later to planets and stars. They can ob- 

 serve and record from day to day the character of the 

 weather, and the direction and force of the wind. 



The study of the earth itself is most closely correlated 

 with geography, as commonly pursued. The earth, the 

 living, changing earth, may be considered under three 

 heads: . 



