NATURE STUDY. . 135 
‘that leads them to seek other scenes for its gratification. Country children 
above all others are the ones to whom the mysteries of nature should be un- 
folded. 
Here is an illustration: “A summer shower.” How common! Let us 
ask a few questions about it. Where did the water come from? How did it 
get there? What holds the clouds in the air? What makes them move 
along? Why don’t all the clouds send down rain? What has heat to do 
with rain? Why is there frozen rain in the summer? What are the uses of 
tain? What effect does rain have on a field of corn? etc., etc. Ques- 
tions might be asked until a book could be filled with questions alone, and 
the answer to each would require words enough to fill another book, and 
then there would be thousands of books just about a “summer shower.” 
Again. Here is a curious insect. What is it’s name? Where was it 
found? Upon what does it live? Is it an enemy to plant life? At what 
season is it the most harmful? How to get rid of it? And again a countless 
number of questions may be asked and many books published upon this 
little insect and its characteristics. And it is a lamentable truth that there 
are comparatively few people in Minnesota who are aware of the fact that 
the state considers the study of insect life of such vital importance to the 
welfare of its people that it employs a man to devote his whole time and 
attention to watching the maneuvers and study ways and means to circum- 
vent the injurious action of harmful insects. How interesting the study 
would be to children! 
Here is yet another instance. A brilliant hued hard maple leaf! There 
are thousands of them just like it under the trees. How many children, or 
grown people, would deem it worth a thought? Yet it has its work to do 
all through the growing season. It has toiled harder than the busy tenants 
of the farm, for it has been laboring day and night without a moment’s rest 
to accomplish its mission. Now, as it falls to the ground is its life work 
complete? Listen to its own answer: 
Little brown leaf, whence came thou? 
From the tree top overhead. 
Little brown leaf, what wouldst thou? 
Be buried—for I am dead. 
Little brown leaf, thy life work? 
To help my brother, man. 
Little brown leaf, thy motive? 
I am part of nature’s plan. 
Little brown leaf, thy morrow? 
To be part of the earth once more. 
Little brown leaf, what after? 
God knows, as He knew before. 
The writer of this beautiful poem appreciated the work of the little brown 
leaf and also the power that brought it into existence. 
Enough-of examples. Nature Study exercises the senses and the think- 
ing principle to the point of comprehending the thousand little mysteries 
that are constantly near us, making plain even those beyond the power of 
vision. If the leisure moments of the mind are occupied in studying the 
various forms of animate and inanimate objects, it will not harbor thoughts 
-of a hurtful character. A boy who is thoroughly interested in birds, studying 
