CHAPTER VII 



THE CHILD AND NATURE STUDY 



Introductory. —In the foregoing chapters many of the 

 principles that should govern the teaching of nature 

 study have been named and emphasized. While all of 

 them are well worth careful consideration, none is more 

 important than the suggestion that a recognition of the 

 principle of child study should determine what we shall 

 teach in the different grades of the elementary schools. 

 Without this recognition we are likely to defeat our own 

 ends. Instead of bringing the children into closer, more 

 intelligent touch with nature we may drive them further 

 away from it. 



Children live in a world all their own. They do not see 

 things as adults do, neither do they appreciate the things 

 that adults care for. In order that we may act intelligently 

 in arranging a course in nature study for children we must 

 catch at least a glimpse of the world in which they live 

 and move. We must know something of what they are, 

 and what they know at the different periods in their devel- 

 opment. At the same time we ought to have some definite 

 notion of what we wish them to be when they go forth from 

 the influence of the schools. 



It is not difficult to set up an ideal of what we desire 

 the boys and girls to become. We would have them strong 

 in character, independent in thought, reliable, honest, 



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