Excerpt from Nature Myths and Stories for Little Children For instance the child has been observing, read ing, and writing about -the sun, the moon, the direction of the wind, the trees, the owers, or the forces that are acting around him. He has had the songs, poems, and pictures connected with these lessons to further enhance his thought, inter est, and observation. He is now given a beautiful myth. He is not expected to interpret it. It is presented for the same purpose that a good picture is placed before him. He feels its beauty, but does not analyze it. If, through his observation or something in his experience, he does see a meaning in the story he has entered a new world of life and beauty. Then comes the question to every thoughtful teacher, Can the repetition of words necessary to the growth of the child's vocabulary be obtained in this way? This may be accomplished if the teacher in plan ning her year's work, sees a close relation between the science, literature, and number work, so that the same words are always recurring, and the interest in each line of work is constant and ever increasing. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works."