in the direction of that in which the life is naturally interested at
any given time.

The interests of early childhood are primarily in things which exhibit
or suggest activity and in simplest relationships, found in the little
world bounded by home, neighborhood, Kindergarten and Sunday School.
Nature makes strong appeal, not on the aesthetic side of tint and
shadow, but through the charm of her multiform movements and family life
akin to the child's. The bird's nest fascinates because there is
connected with it the story of the building and the hungry little brood
it sheltered. Tales of animals, fairies and real folk, busy in simple
and familiar occupations hold him entranced, and he will watch with rapt
attention the performance of most common tasks. It is noteworthy that
his interest in all this is not so much in the end to be accomplished,
as in the activity itself. Even in his play, the preparations are often
more delightful and satisfying than the game which follows.

All this has a deep meaning for one who is trying to help the little
life in its unfolding.

1. "Wise education takes the tide at the flood," says James. These
interests reveal the fact that in this period, instruction should deal
with things, not with statements of ideas, apart from things, or, in
other words, with the concrete, not the abstract.

2. The greater the knowledge of things gained while interest attaches to
them, the greater the resources for clear, broad thinking as life
matures.

3. When instruction is in line with interests, attention and consequent