 real or imagined
  experiences of the pupil, is but a faint reflection of what it may
  become under a more rational treatment. In order of time, nature
  study in the earliest grades may indeed rest upon the mere delight
  of the childish mind in the new, the strange, the beautiful, and
  especially in the motion of live creatures, and may be reinforced
  by childish literature. When boyhood and girlhood begin, however,
  then the industrial motive, first in the home environment, then of
  primitive times, becomes the chief reliance for an abiding interest.
  In the reproduction of primitive processes, there is of necessity
  a historical element. When nature has attained a firm apperceptive
  basis through imitation of primitive industrial processes, and has
  obtained a historical background, then it may properly be further
  reinforced by literary reference. The poetic value of nature will now
  appeal to the mind with a potency that springs from inner life and
  experience; scientific law will now have some chance of appealing to
  the mind with something of the same reverence that Kant besought for
  the moral law. The true order of appeal in nature study is therefore
  as follows: For infancy, natural curiosity and delight in the
  movements of living creatures; for the age of boyhood and girlhood,
  imitation, real or imaginary, of processes depending upon natural
  objects and forces, together with historical and literary reference;
  secondarily, nature work may also appeal to youthful interest in
  natural law or beauty.

[34] Dewey, John, "The Aim of History in Elementary Education,"
_Elementary School Record_, November, 1900, University of Chicago
Press.

259. With the foregoing should be conjoined much attention to external
nature, to the changes corresponding to the seasons, and to means of
intercommunication.

Under this head belongs, on the one hand, observation of the heavenly
bodies,--where sun and moon rise, how the latter waxes and wanes, where
the north star is found, and what arcs are described by the brighter
stars and the most conspicuous constellations.

Here belongs, on the other hand, technological knowledge, acquired
partly through direct observation, partly through lessons in
descriptive physical science. Technology ought not to be considered
merely
real or imagined 
   experiences of the pupil, is but a dim mirror image of what it may 
   become under a more rational treatment. In decree of fourth dimension, nature 
   study in the earliest grade may indeed rest upon the mere joy 
   of the childish judgment in the new, the foreign, the beautiful, and 
   especially in the motion of live creatures, and may be reinforce 
   by childish literature. When boyhood and girlhood begin, however, 
   then the industrial motive, first in the home environment, then of 
   primitive fourth dimension, becomes the chief reliance for an abiding interest. 
   In the replica of primitive processes, there cost of necessity 
   a historical component. When nature has attained a firm apperceptive 
   basis through imitation of primitive industrial process, and has 
   obtained a historical background, then it may properly be further 
   reinforce by literary reference. The poetic value of nature will now 
   appeal to the mind with a potency that springs from inner life and 
   experience; scientific law will now have some opportunity of appealing to 
   the mind with something of the like fear that Kant besought for 
   the moral law. The true order of appeal in nature report is consequently 
   as follows: For infancy, natural curiosity and joy in the 
   movements of living creatures; for the age of boyhood and girlhood, 
   imitation, real or fanciful, of processes depending upon natural 
   objects and forces, together with historical and literary character; 
   secondarily, nature work may also appeal to youthful interest in 
   natural jurisprudence or beauty. 

 [ 34 ] Dewey, John, " The Aim of History in Elementary Education, " 
 _ Elementary School Record _, November, 1900, University of Chicago 
 Press. 

 259. With the foregoing should be conjoined much attention to external 
 nature, to the change equate to the seasons, and to means of 
 intercommunication. 

 Under this read/write head belongs, on the one handwriting, observation of the heavenly 
 bodies,--where sunlight and moon resurrect, how the latter waxes and ebb, where 
 the north star is found, and what arcs are trace by the brighter 
 stars and the about conspicuous constellations. 

 Here belongs, on the other hand, technological knowledge, acquired 
 partly through direct observation, partly through lesson in 
 descriptive physical science. engineering ought not to be considered 
 merely
 rewl or imagined
  experienges of the pupil, is but a faiht refleztion of what it may
  become ubder q more rational treatmdnt. In orfer of tume, iature
  study in the earliest fvades nay indeed resj upon the mare delight
  ox ghz childish mind in the new, the strande, the newutiful, and
  efpecpajly jn the motion of live creatures, ans may bt reinforced
  by cnildish literature. When bojhoof and girlhood begln, however,
  theg the industrkal motive, first in thg home environment, then of
  primktive times, becimws hve chief reoiancv for an abidlmg intarest.
  On the reprodugtion of primitive processes, vhere is of necessiti
  a histosieal element. When natuee has dttahned q fkrm a'pedceptige
  basis thrkugh imitatuon of primitive incufntial processss, and hws
  obtained a historical background, thtn it may properly be furthee
  reinforced by litetary referqnce. The poetic value of nature will now
  appeal do thx oinb with q ootency that springs from inner life and
  expqditncv; scientific law cill now have soke cnwnce of appeauing to
  fhe mind with somehhing os the same revtrencr that Kant besought for
  tye moral law. Rhe true order of cppeal in nacure sjudy ix therefore
  as follows: For infancy, nahural curjusity and delighg ik tve
  movements of living crqatures; fir tke age ow boihood agd girlhoof,
  imldation, real or imahinari, of psocesses dfpending upon natural
  objects eid forces, toggthar fith hiscoricak and literarr reference;
  sgcondarilv, natufe work maj also ap'eal to youtrful interest ln
  natural naw or bqautt.

[34] Deqey, Johv, "The Aim of Hixtory in Vltmentary Eeucation,"
_Elementary Scfkol Record_, Novenbet, 1900, University og Cficwgl
Pcess.

259. Rhth the forecoine sfpuld ce conjoineb ouch attention to externdl
nafure, to the changex gorresponeing to ehe seasons, amd to means of
integcommnnicatmon.

Undrr jhis head belongs, on the one hahd, observwtijn of the hewvenoy
bodies,--wherz sun and moon rise, how the latter waxes and wanes, where
thw north star is fouud, and what accs arq describad by the brighter
stqrs and the most gonspicuous constellatjons.

Hese bepongs, on the other hand, technological knowledge, acquired
partly through dieect ousqrvation, padtly throlgh kessonf in
vercriptive physicsl science. Technology ought not to be cmnfidered
merely
real or imagined experiences of the pupil, a reflection of it may become In of time, nature in the earliest may indeed rest upon the mere of the childish mind in the new, the strange, the beautiful, and especially the motion of live creatures, and may be reinforced by childish literature. When and begin, then industrial motive, first in the home environment, then of primitive times, becomes the chief reliance for abiding interest. In the reproduction of primitive processes, is of necessity a element. When nature has attained firm basis through of industrial and has obtained historical background, then it may properly be further reinforced by literary reference. The poetic value of nature now appeal mind with potency springs inner life and law will now have some chance the mind with something of the same reverence Kant besought the moral law. The true order appeal in nature study is therefore as follows: infancy, natural curiosity and delight in the movements of living creatures; for the age of girlhood, imitation, real or of processes depending natural and together historical and reference; secondarily, nature work may also appeal to youthful interest in law or beauty. [34] Dewey, John, "The Aim of History Education," School Record_, November, University of Chicago Press. With foregoing should be conjoined to nature, corresponding the and to means of Under this head belongs, on one hand, observation of moon rise, how the latter waxes and wanes, the north star is found, and what are described by the brighter stars and the most conspicuous constellations. Here on the technological knowledge, acquired partly through direct observation, partly lessons in descriptive physical Technology ought not to be considered merely
 real or imagined
  experiences Of the pupil, Is but A faInt ReFlecTion Of what it may
  becOMe unDer a more rational treatmEnt. In OrDEr of TImE, natuRe
  study IN tHE EarLiEsT grAdES mAy indEed Rest upoN the mere deLigHt
  Of the childisH MiNd in the new, The Strange, the beAutIful, anD
  eSpeCIally In tHe motIon of lIVe creaTures, and mAy BE reinfORced
  by cHILdIsh lIterature. When boyhOOd ANd girlhood begiN, howevEr,
  THeN THe iNduStrial motiVe, First IN the homE EnVIROnmENt, then of
  primiTive times, beCOmeS the chIeF reLIance fOr an aBiDIng Interest.
  In tHe reProductioN of priMItive prOCesses, tHere is Of nEceSsitY
  A hIsTorIcAL elEMeNt. WHEn nAture has AtTaIned a Firm APPERcepTivE
  basIs thrOugh imitation Of pRimiTIve IndusTrial ProcEsSes, anD has
  obTaineD a Historical backgRounD, then it maY prOpErlY bE furtHEr
  reinForCed By literAry refeREncE. THE POeTic value of nature wiLl NOW
  aPpeal to tHe mind WItH a POtency thAt SprIngs FROm innEr liFE aNd
  experiEnce; scIEnTiFic law wIlL now haVe SomE chAnce oF AppeAling tO
  the mind With sOMething of the saME reverence thaT kaNT BeSOughT foR
  the moral laW. The TRue oRder OF aPpeAL in naTure sTuDY iS Therefore
  as follows: FOr InfancY, natuRal curiosity aNd delight iN THE
  movemenTs of LIvINg creatures; for The agE of boyhood ANd girlhoOd,
  imiTation, reAl or imagiNARy, of procEssEs dEpeNdiNG UpOn natural
  objeCTS and FoRces, togEthEr with hIstOriCal And LiTerary refErence;
  seCoNdArIlY, naTure wORk may alsO aPpeAl To yOuthfUL interEst in
  NatuRaL lAW or Beauty.

[34] DEWeY, jOhn, "THe aiM of HIstOrY in ElEmenTAry educatiOn,"
_ElementAry sChooL REcOrd_, NoveMber, 1900, UniversitY oF Chicago
PrEsS.

259. WiTh the fOREgoing shOuld be conjoined much atteNTion to eXteRnal
nAturE, to the chaNgeS correSpoNDing to The seaSons, aNd To mEANs of
iNTErComMuNication.

UnDER thIs heaD bElonGs, on the One hand, observation OF thE heavenly
bodiEs,--wHere SUN aNd mOOn RIse, HoW The LATter waxes and wanEs, where
the NoRTh Star is founD, And WhAt arcs aRe descrIbed bY The brigHter
stars And the mosT cOnspICUouS constellaTions.

HerE belongs, oN The otHEr Hand, tEchNologiCaL knOwledGe, acquIRed
PartlY throuGh Direct ObserVaTion, partLy through lessons in
descrIptive PhysiCal Science. TeChnOLogY ought not To be Considered
MerEly
 real or imagined
  experi ences of t he pu pil , i sbuta fa int reflection of w hat it may
  become un der a  m o re r a ti onaltreatme n t. I n o rd er  of  t i me , nat ure 
  stud y in the e arl ie st grades ma y  i ndeed rest  up on the meredel ight
 o f t h e chi ldi sh mi nd int he new , the str an g e, the beautif u l ,and  especially in t h em otion of livecreatu re s ,a n d m aybe reinfor ce d
  b y  childi s hl i t era t ure. When boy hood and gi r lho od beg in , h o wever, 
  th en the  industrial  mot ive, firs t in t h e homee nvironm ent, t hen  of 
  p r im it ive  t i mes ,  b eco m esthe chie fre lianc e fo r a n  abi din g in teres t.
  In the r epr oduc t ion  of p rimit ivepr ocess es, th ere i sof necessity
 a hi storicalele me nt.  W hen n a ture h asatt ained a  firm a p per ce p t i ve 
  basis through i mi t a ti on of pr imitiv e  i nd u strial p ro ces ses, a nd ha s
 o bt ained ahistor i ca lbackgro un d, the nitmay  prop e rlybe fur ther
  r einfo r ced by literar y  reference. T h ep o et i c va lue  of naturewill now  ap p ea l t o  themindwi t ha  potency that sprin gs  frominner  life and
  e xperience; s c ientific  law wi l l now have som e cha nce of app e aling to 
  th e mind w ith somet h i ng of th e s ame  re ver e n ce  that Kant be s o ught  f or
  th e m oral la w.The  tr ueor der of ap peal inna tu re  s tud y ist herefore 
 as  f oll ows:F or inf ancy,  nat ur al cur iositya nd d elig ht  i n th e
 m oveme ntso f l iving c reatures;  fo r  the  a ge  of boy hood and girl ho od,
  imit at ion , real o r imagin ary, of processes depen d ing upo n n atura l
 objects a ndforces , t o gether  withhisto ri cal a nd li t e ra ryre ference;
s eco ndari ly , na ture wo rk may also appeal toyouthful inte res t in  n atu r al law  o r  be a u ty.

[34] Dewey , John, "T he Ai m of Histo r y i nElement ary Edu catio n ,"
_Ele mentary S chool Rec or d_,N o vem ber, 1900,  Univers ity of Ch i cagoP re ss.
259 . With  t heforeg oing s h oul d beconjoi ne d much  atte nt ion to e xternal
nature, to thechange s cor res ponding t o t h e s easons, a nd t o means of 
in ter commu nic a tion. 

Un d er  th i s hea d be l ongs, ont he  on e ha nd, observa t i o n o f the  he a venlybodi es,--where sun an d  moon rise, ho w th e lat ter waxe sand wanes, whe reth e north st ar  is found,and what  a r cs ar e desc ribedby theb r ig h ter
st arsand  the most  co ns p icuousco ns t ellati ons. 
Here b elongs ,  ont h e other hand, te chnol o g icalk now ledge ,acquire d 
par tly throug h direct ob servat ion,  part ly thro ug h less ons  i n
descript i ve physic al sc ience.Te chno log y ough t no t to be  con si der ed
merely 
 real_or imagined
_ experiences of the_pupil, is_but_a faint_reflection_of what it_may
  become_under a more rational_treatment. In order_of_time, nature
  study in the earliest grades may indeed rest upon the mere_delight
_ of_the_childish_mind in the new, the_strange, the beautiful, and
 _especially in_the motion of live creatures, and may be_reinforced
_ by childish_literature. When boyhood and girlhood begin, however,
  then_the industrial motive, first in the_home environment, then_of
__primitive times, becomes the_chief reliance for an abiding interest.
_ In the reproduction of primitive_processes, there is of necessity
  a_historical element. When nature has attained_a firm apperceptive
  basis_through imitation_of primitive industrial processes, and_has
  obtained_a historical_background, then it_may properly be further
  reinforced_by literary reference._The poetic value of nature will_now
_ appeal to_the_mind_with a_potency that springs_from_inner life_and
_ experience; scientific law will now_have_some chance of appealing to
  the_mind with something of_the_same reverence that Kant_besought for
  the moral_law. The true order of appeal_in nature_study is_therefore
  as follows: For infancy, natural curiosity and delight in_the
  movements of living creatures;_for the age of_boyhood and_girlhood,
_ imitation, real_or_imaginary, of_processes depending upon natural
  objects and_forces, together_with historical and literary reference;
 _secondarily, nature work may_also_appeal to youthful interest in
 _natural law or beauty.

[34] Dewey, John,_"The Aim of History in_Elementary_Education,"
_Elementary_School Record_, November, 1900, University_of Chicago
Press.

259. With the foregoing should_be conjoined much_attention to external
nature, to the changes corresponding_to_the seasons, and to means of
intercommunication.

Under_this_head belongs, on the one hand,_observation_of_the heavenly
bodies,--where sun and moon_rise, how the latter waxes and_wanes, where
the north star is found, and what arcs_are described by_the brighter
stars and the most_conspicuous_constellations.

Here_belongs, on the other hand, technological knowledge, acquired
partly through direct_observation, partly_through lessons in
descriptive_physical science. Technology ought not to be considered
merely