Sometimes looking at the history of education can be a bit frustrating. Examination of the past is necessary, however, if people are to move forward responsibly for the sake of the child. In this article, the author examines the common ancestry of the kindergarten, art, and nature study. As the founder of the kindergarten, Friedrich Froebel played an essential role in ushering both art and nature study into school curricula. In turn, his work was pushed forward by early educators who interpreted his ideas in their practices. The author then discusses the schism between children and nature and considers reasons for using art to re-link the 21st-century child with the natural world. Finally, the author suggests ways to infuse nature into art education practice. Some of these suggestions are derived from Johann Wolfgang von Goethe, a contemporary of Froebel. Others come from current educators. (Contains 1 endnote.)