NATURE STUDY LESSONS. 1 1? 



Nature Study Lessons. VI. 



BY EDWARD J. BURNHA:M. 



Nature study, rightly employed, not only develops the 

 faculty of observation but tends in a special degree to 

 stimulate and strengthen the reasoning powers. No 

 thoughtful person who has taken a walk with children has 

 failed to notice the frequent repetition of the question why. 

 It recurs continually. So many things are seen that had 

 not been observed before, so many other things present a 

 new and entirely different aspect and the children are eager 

 to know the reason for all that they take note of. So close- 

 ly are the observing and reasoning faculties associated if we 

 would but perceive the natural result of observation. 



It is so easy to attempt a reply off-hand ; to answer the 

 eager inquiring mind and have done with the question at 

 once and for all. To be sure, we do not know ourselves. 

 If we were truly honest the very wisest of us, we should 

 many times say frankly, "I do not know," but we forget 

 to add, " I/Ct us try to find out." Even if we do know or 

 think we do, it is better for the children that they be en- 

 couraged to find out for themselves. The effort will be good 

 for them, and at the same time the}' will enjoy it, there is 

 no greater pleasure in the world than that which comes from 

 original observation and original deduction from the facts 

 obserV'Cd. 



By answering the questions propounded, we may gratify 

 our vanity as seeming to show the wide extent of our know- 

 ledge, but if we have the best good of the children in mind 

 and are wise in our attempts to promote it, we shall fre- 

 quently remain silent or, at most, merely venture such sug- 

 gestions as shall tend to quicken thought. The child is al- 

 most always a keen obsen^er, but needs to be encouraged to 

 make comparisons and to reach correct inferences. It is 



