No. 7. DEPARTMENT OF AGRICULTURE. 175 



her rural, her mountain aspects; her moods for summer and for win- 

 ter and the shifting times between. For every change of place or 

 date there is a new dress from her infinite wardrobe. To compass 

 nature is not to be thought of. The vastness of her field forbids 

 and the hopelessness of the task is a blessed feature of the study. 

 This is one study, at least, where mere acquisition may be thrown 

 to the winds and one study where the higher aim — that of keeping 

 the child in an ever enlarging sense with the world that excites his 

 wonder is not so easily missed. It will be a sad day, not only for 

 the child, but for the adult, if this delightful wonder ever relapses 

 into indifference. 



Nature is a theme on which the child may try his tools; it gives 

 him something to talk, write, read or think about; somethfng to 

 count, measure, weigh, draw, watch or otherwise to test; some- 

 thing to draw him out and tax him on all sides. How finely the 

 study fits into the spirit and aptitude of the unspoiled child, widening 

 his mind as it widens its horizon, and kindling his soul as it opens 

 up new prospects to his delighted vision; capital foundations in 

 awakened interest and a longing for more may be laid for the later 

 years when nature is more clearly seen. The world is a great pic- 

 ture book. Whenever we walk or ride over its surface we see the 

 picture stories on its stones and leaves. We see the grand proces- 

 sion of its seasons, the winds, the storms, heat and cold, sunlight 

 and shadow, and Ave read in the rocks the history of the world. 



The most important object of nature study is not the acquisition 

 of a knowledge of plants, animals, etc., but it is to interest .pupils 

 in nature and to cultivate in their hearts a love for it. The second 

 aim is to train th(,' pupil to observe, express and compare (see, tell 

 and reason), to form the habits of a careful investigation and clear 

 and accurate statement, and to develop in him a taste for the beau- 

 tiful. Last comes the acquisition of knowledge. For the attain- 

 ment of any of these objects, interest, power, or knowledge each 

 pupil must study the object itself. A book should not be used by 

 the pupil, and the teacher should simply interest and guide the pupil 

 in his work. The pupil should get his facts from the objects (plants, 

 animals or whatever it may be he is studying), and not from the 

 teacher. The examination of the objects rather than the words of 

 the teacher should impress on the minds of the pupil the ethical 

 truths. 



Observation is of little value unless its results are expressed by 

 the pupil. The forms of expression are: Motion, stitching, model- 

 ing, drawing, painting, making and oral and written language. For 

 the children in the kindergarten and primary grades, motion, stitch- 

 ing, modeling, drawing and painting are often more expressive than 

 language. Language, the most universal method of communicating 



