. In the child's world : morning talks and stories for kindergartens, primary schools and homes . ging up her family. JOSEPHINE , III. THE HORSE. To THE TEACHER:— We cannot, of course, make anythinglike an exhaustive study of any subjectwhich we take up. Agassizs whole life-time and all his intellectual power wereinadequate to the one creature—the fish—to which he devoted them; and the Greekprofessor who had been absorbed in thestudy of Greek grammar all his life regret-ted on his death-bed that he had not con-fined himself closely to one of the Greekparticles! Hopeless indeed wou
. In the child's world : morning talks and stories for kindergartens, primary schools and homes . ging up her family. JOSEPHINE , III. THE HORSE. To THE TEACHER:— We cannot, of course, make anythinglike an exhaustive study of any subjectwhich we take up. Agassizs whole life-time and all his intellectual power wereinadequate to the one creature—the fish—to which he devoted them; and the Greekprofessor who had been absorbed in thestudy of Greek grammar all his life regret-ted on his death-bed that he had not con-fined himself closely to one of the Greekparticles! Hopeless indeed would be our task if theonly result aimed at were the actual knowledge which the children couldformulate after our talks. But we can hope to increase their interest in thewonders that surround them and to train them to observant habits of mind. So,although we must take all manner of pains to have our knowledge accurate andthorough, in order that whatever impression is made upon the children shall becorrect, we must ever remember that our object is to lead to observation, not THE TALK. (Begin t\ie talk -with a few review questions on the cat, so thatsome of the salient points will be fresh in the childrens points, would be that the cat has a backbone, gives milk tcits little ones., has four feet, ears that stand up, eyes that can seein the dark and skin covered with hair, and is affectionate anduseful. Having thus established a basis for comparison of the two ani-mals, let some child go to the window and tell what animal hesees. If a dog is spoken of, notice the same points, though notdwelling at length upon this animal. A horse will doubtless soon be spied from the window. Let IN THE CHILDS WORLD. 149 the description be given by different children, each child contrib-uting an item. As the items are given, lead to comparison, noticing both like-nesses and differences.) The horse has four feet. Is that likethe cat? like the dog? like a man? like a b
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