1908] Nature Study. 147 



seize upon this mental desire for knowledge, otherwise it will 

 fade away and a golden op])ortunity is lost. 



Not only is nature study pedagogically sound, but it is also 

 the verv foundation of many of the other subjects we are called 

 upon to teach. Much of geography is essentially nature study. 

 I'm afraid, however, we do not always go to nature and the 

 world outside to give our classes concrete notions in this subject. 

 We have been too long adhering to the text-book and the class- 

 room. In art much of the material employed is taken from 

 nature, and the better a child is al'le to see and to interpret this 

 material, the better will he be able to give expression to it. 

 Much of the literature taught in the various grades al)Ounds in 

 nature pictures, and what child, who has never learned to 

 examine and to verify these, will appreciate and enjoy the 

 sentiments of the poet ? The material for much of our work in 

 composition may also be taken from nature study topics, thus, 

 by correlation, it will prove a help in our ordinary sc hool work 

 and not a hindrance. 



There is another and, in my opinion, the most important 

 value of nature study, viz.: the influence it has on the character 

 of the child. We emphasize character building, and rightly so, 

 as the chief object of education. In no way, however, can we in- 

 fluence a child's character more than by giving him a love for nature , 

 a love which will prove a solace to him when tired of the monotony 

 of everv day hfe. It gives a sympathy not onlv between teacher 

 and pupil, but also with every living thing. The more we know 

 of nature the more humble we must necessarily become — since a 

 knowledge of nature lifts the veil of science, that unlimited field 

 of knowledge, and makes us feel how very little we know. Not 

 onlv does it make us humbler, but also kinder, more patient and 

 more considerate. This may be said to be the aesthetic or 

 emotional vake of tlie subject; and who will denv t^iat tba 

 aesthetic training of our pupils isdaily becomingmorene-essary ? 



As this country grows older and becornxs letter settled 

 more attention will be given to decorations and general improve- 

 ments. Already in this city, tlie matter is assuming k'rge pro- 

 portions, in the efforts that are being made to make Otta .va the 

 Washington of Canada. If tlie work is to be a success we must 

 do something in our schools to lielp it along and to enable our 

 future citizens to better enjoy tlieir surroundings. We look upon 

 the C.P.R. as a soulless coiporation v.ithout a spark of sentiment 

 or refinement; and yet, I notice that orders went forth the 

 otlier dav to have a flower garden Ft every station ; ross the 

 continent and seeds were distributed for tliat purpose. Think 

 of the comfort, the pleasure, the solace that will come '•o many a 



