32 



THE GUIDE TO NATURE 



like a gable roof, and among these the 

 general example is the seventeen-year 

 locust. But in what precedes only the 

 half-winged forms, or Heteroptera, 

 have been referred to. Many of these 

 have very strong odors, arising from the 

 evaporation of a volatile liquid which is 

 ejected from special openings in the 

 underside of the body between the legs. 

 This gives them the rather vulgar name 

 of stinkbugs, and anybody who wishes 

 to know what some of the odors are like 

 need only bring to mind the nauseous 

 flavor one strikes in blackcaps or black- 

 berries. That's it. Others, though, are 

 said to give forth a more or less pleasant 

 fragrance, like ripe pears, but I have 

 not met them. It has been found that 

 the vapor is injurious and obnoxious 

 to other insects. 



Perhaps in the future I may be priv- 

 ileged to write about the kinds that live 

 under and upon the waters, and their 

 many adaptations to cope with prob- 

 lems of food, respiration and locomo- 

 tion. 



Arguments in Behalf of Nature Study. 

 "The Boston Sunday Globe" has 

 been continuing the discussion of the 

 question, "Are We Paying Sufficient 

 Attention to Natural History?" We 

 have had four prominent naturalists 

 contributing to this discussion. We 

 quote a paragraph from each as fol- 

 lows : 



of our common birds, our common 

 quadrupeds, our wild flowers, trees 

 and shrubs. I believe that if our chil- 

 dren were given sufficient instruction 

 in natural history not only to arouse 

 in them a love for the out-of-doors, but 

 to give them a reasonable introduction 

 to the dwellers of the woods and fields 

 and streams, they would find them- 

 selves in the presence of one of the 

 greatest possibilities for happiness to 

 be found in this world — happiness not 

 dependent upon wealth or social posi- 

 tion or any other condition not with- 

 in control of the average citizen. — 

 Ernest Harold Baynes, Manager of 

 Meriden, N. H., Bird Club. 



HUMAN PROGRESS IS DUE TO ITS STUDY. 



Here in New England a century ago 

 farm life compelled every one, of ne- 

 cessity, to learn the ways of nature. 

 Modern gregarious city life loses the 

 tang of the earth. Now comes an 

 awakening to the fact that the conser- 

 vation of natural forces is for man's 

 benefit. The widespread discussion of 

 ■eugenics, the lately established chair 

 of genetics at Harvard, zoos and aqua- 

 riums, bird clubs and boy scouts, pro- 

 tective legislation, all are evidence of 

 renewed regard for natural history. — 

 Ralph Davol, Author and Farmer. 



IT HELPS TO MOLD ONE'S CHARACTER. 



Almost daily I hear expressions of 

 regret from people who realize, per- 

 haps too late, how much more they 

 might be getting out of life if they had 

 but a little more intimate knowledge 



it 



IT TENDS TO DEVELOP THE INTELLECT/' 

 With utilitarian aims constantly in 

 view, we are losing sight of the neces- 

 sity for developing our people along 

 intellectual, esthetic and spiritual lines. 

 It is our moral duty to give to our 

 children this training and create inter- 

 est in the study of nature in order that 

 the rich and poor, the old and young, 

 the dweller in city or country, may 

 realize the pleasure and profit which 

 can be derived from this free and abun- 

 dant source. We must give as much 

 attention to the avocations as to the 

 vocations, for it is fully as important 

 to learn how to live as to know how 

 to earn a living. — Frances Zirngiebel, 

 Teacher of Biology, Dorchester High 

 School. 



NATURE STUDY ONE OE THE ESSENTIALS. 



The great theme of art and litera- 

 ture, next to human life, is the life of 

 nature, a knowledge of which is no 

 less essential for him who would ap- 

 preciate than for him who would cre- 

 ate art in literature. The finer, deeper 

 things are lost on him whose oaks and 

 elms are mere trees. Along with the 

 teaching of a child to read should go 

 the teaching of him to know the face 

 of the fields. He had better be with- 

 out a knowledge of words, mere words, 

 than to go lacking a knowledge of the 

 birds and beasts, the flowers, the seas 

 and stars — the universal language of 

 life — that is, if the child is going to 

 write later on, or read, or live. — Pro- 

 fessor Dallas Lore Sharp, Author and 

 Student of Nature. 



