was instructed by his father immediately from infancy; and although he was the beloved son of his mother, yet that did not interfere with his education. Our children, therefore, may be instructed in the knowledge of natural things[1] and other matters: but how is it to be done? Just as their tender age permits, i.e. according to their capabilities, as is apparent from the following instances:—
3. The natural knowledge of recently born infants is to eat, drink, sleep, digest, and grow; but these things do not affect their intellect. In the second or third year, they begin to apprehend what papa and mamma is, what food and drink are; and, shortly after this, they begin to understand what that is which we call water, what fire, what wind, what cold, what heat, what a cow is, what a little dog is; and the general varieties of natural things.[2] This their nurse-maids will instill into them, when caressing them in their arms, or while carrying them about, by saying, “Look, there is a horse, there is a bird, there is a cat,” etc. In their fourth, fifth, and sixth years, they may begin to make further progress in additional knowledge of natural things,[3]
- ↑ With the possible exception of Bacon, no writer before Comenius appreciated more fully than he the value of nature studies for little children; and the object-teaching of Pestalozzi and elementary science in America may be traced to Transylvania, Hungary, where nature study first received formal consideration in the schools conducted by Comenius during the middle of the sixteenth century.
- ↑ Joseph Priestley, the distinguished scientist of the eighteenth century, says in his Observations relating to Education (New London, 1796): “Though the teaching of nature is slower than the teaching of art, it is more effectual because the actual experience of acting is more sensibly felt, and consequently makes a deeper impression.”
- ↑ Science for little children received a strong impulse from Comenins. He asks: “Do we not dwell in the Garden of Eden as well as our predecessors? Why should not we use our eyes, and ears, and noses as well as they; and why need we other teachers than these in learn-
