so as to be able to tell what a stone is, what sand is, what clay is, what a tree, what a branch, what a leaf, what a blossom, etc. Likewise to know certain fruits, such as a pear, an apple, a cherry, a bunch of grapes, ete. Also to call by their proper names the external members of their bodies, and, in some measure, to know their uses. In this matter their father, mother, and attendants may often be occupied, instructing them by showing them this thing or that, and desiring them to name if, by saying, “What is this?” “The ear.” —“What do you do with it?” “I hear.” —“And this, what is it?” “The eye.” —“For what use is the eye?”[1] “That I may see.”—“How is this named?” “The foot.”—“What is it for?” “That I may walk,” etc.
4. The beginning of optics[2] will be to look up at the light, a thing natural to children; for the instant it becomes visible, they turn their eyes to it. They must, however, be watched, and not be permitted to look with fixed eyes on excessive light and brilliance, strongly affecting the power of vision, especially at first, lest that power be weakened, or extinguished by overstraining. Let them have the means of seeing moderate light, especially of a green color, and gradually anything that shines. In the second or third
- ↑ Professor Earl Barnes in his experimental studies with many thousand California children has demonstrated that one of the very first interests of the child in things is the use. Comenius evidently appreciated the same truth.
- ↑ Comenius advocated the teaching of physics, and himself wrote and published a book on the subject the same year that the School of Infancy appeared. The editor was shown a copy of this work recently by Professor Hanus in the library of Harvard University.
ing to know the works of nature? Why should we not, instead of these dead books, open to the children the living book of Nature? Why not open their understanding to the things themselves, so that from them, as from living springs, many streamlets may flow?”
