20 THE NATURE-STUDY IDEA 



mere knowledge or by analysis. It appeals to 

 them in its moods, not in its details. Yet it is 

 as real to them as to the analyst. Too much are 

 we of this generation tied to mere phenomena. 



We have a right to a poetic interpretation of 

 nature. The child comes to know nature 

 through its imagination and feeling and sym- 

 pathy. Note the intent and sympathetic face 

 as the child watches the ant carrying its grains of 

 sand and pictures to itself the home and the bed 

 and the kitchen and the sisters and the school 

 that comprise the little ant*s life. What does 

 the flower think ? Who are the little people that 

 teeter and swing in the sunbeam? What is the 

 brook saying as it rolls over the pebbles ? Why 

 is the wind so sorrowful as it moans on the 

 house-corners in the dull November days ? There 

 are elves whispering in the trees, and there are 

 chariots of fire rolling on the long low clouds at 

 twilight. Wherever it may look, the young 

 mind is impressed with the mystery of the 

 unknown. The child looks out to Nature with 

 great eyes of wonder. 



Child with the gray-blue eyes 



Gazing so longingly — 

 Yonder the great world lies — 



All is unknown to thee ! 



Child unwedded to care, 



Softly speedeth the hours — 



Thou buildest castles in air 



And strew'st thy path with flowers. 



