Farmers* institutes. Yl? 



artists to emphasize tlie beautiful. Whatever the form of expression used, 

 we endeavor to have all work, first, individual and truthful; second, clear 

 and orderly. 



With the child's interest thus stimulated, and in harmony with the 

 general aim of all education, the purpose of nature study is to develop a 

 "character with the ability and purpose to do good and with the power to 

 create happiness." Now this purpose in nature study demands that the 

 material selected be classed as follows: First, it should comprise those 

 things of greatest importance to man's success or failure, which are 

 adapted to the interest of the children of the different grades. Second, as 

 life appeals most strongly to children, most of the material should be 

 l^lauts and animals. Third, the material cliosen should be found in such 

 quantities that each child can study it individually. 



This material having been selected, some of it may be brought into the 

 schoolroom or home under the direction of the teacher or parent. Much 

 of the material can be studied in the fields or woods; these field lessons, 

 like other lessons, being carefully planned beforehand. 



The school garden is almost indispensable in true nature study. Why 

 are we so behind in this garden movement? It began in Europe in 1837, 

 and now gai'dens are maintained in connection with the schools where 

 children are trained along the lines of pruning, budding and grafting- 

 trees; plowing, hoeing, fertilizing land; hiving bees, raising silk, etc. The 

 movement has been inaugurated in Indiana, although school gardens 

 have been maintained in the New England States since 1891. The influ- 

 ence of such study can not but teach respect for farm life and work and 

 thus help to keep the young people in the country and check the danger- 

 ous overgrowth of the city. Love of and respect for nature will ennoble 

 and dignify farm life. Why can not Lake County come to the front? At 

 least we can plant vines, ferns and flowers around our schoolhouses and 

 make them more beautiful. Who can tell what such an influence will 

 have on the children? 



Let us keep in touch with child life and nature. Let us have eyes that 

 see, ears that hear, and understanding hearts, so we can say with Holmes: 



"Build thee more stately mansions, O my soul, 

 As the swift seasons I'oll! ' 



Leave thy low-vaulted past! 

 Let each new temple, nobler than the last, 

 Shut thee from heaven with a dome more vast, 

 Till thou at length art free. 

 Leaving thine outgrown shell by Life's unresting sea." 



