THE CHILD AND NATURE STUDY 77 



objects that seem to be of no service. Their interest in 

 activities and objects is short lived. They do not relate 

 their experiences to the past, or project them into the 

 future. They live in the present — either in their own real 

 experiences or in a world of fancy built by their active- 

 imaginations. As to their knowledge, it has been acquired 

 largely in connection with their home environment. They 

 are acquainted with the activities of the members of their 

 own family, the keeping of the home in order, and the 

 providing for the needs of the household. They know 

 the animals about the home and, perhaps, a few of the 

 plants of yard and garden. 



When we consider what primary children know, in the 

 light of what they are, it seems that we have something 

 tangible on which to base an intelligent outline for their 

 nature work. At the same time we have an excellent op- 

 portunity to keep the home life and the school life in close 

 touch with each other and thus prevent forming the gap 

 that so often exists between those two great factors in the 

 education of children. 



In carrying out the above principles we may begin our 

 work by directing the children's attention to those things 

 which nature contributes toward their needs and the needs, 

 of the family. This brings about a visit to the garden with 

 a simple study of vegetables, of fruits and grains used for 

 food, and of the methods of gathering, storing, and pre- 

 serving these. It suggests a better acquaintance with the 

 animals that aid in the preparation of foods. This in 

 turn leads to a study of the care of domestic animals and 

 household pets. In much the same way shelter and cloth- 

 ing may be studied as well as trees, birds, and other wild 



