VALUES OF NATURE STUDY 21 



roadside and field and forest rather than that of ruth- 

 less destruction. This side is provided for in chapters 

 on cultivation of flowers, school and home gardens, and 

 elementary forestry. 



Unless the active and creative side is emphasized, a con- 

 stant danger is that the study will fall to the level of fancy- 

 work, which may interest the teacher but fail to appeal to 

 a large part of the class, especially the boys. While beauty 

 should be given its due share of attention, a still greater 

 danger is that it usurp the whole field. We then have a 

 condition so well described by Huxley : 



In these times the educational tree seems to me to have its 

 roots in the air, its leaves and flowers in the ground ; and, I confess, 

 I should very much like to turn it upside down, so that its roots 

 might be solidly embedded among the facts of nature, and draw 

 thence a sound nutriment for the foliage and fruit of literature and 

 of art. No educational system can have any claim to permanence, 

 unless it recognizes the truth that education has two great ends to 

 which everything else must be subordinated. The one of these is 

 to increase knowledge ; the other is to develop the love of right 

 and the hatred of wrong. 



With wisdom and uprightness a nation can make its way 

 worthily, and beauty will follow in the footsteps of the two, even if 

 she be not specially invited ; while there is perhaps no sight in the 

 whole world more saddening and revolting than is offered by men 

 sunk in ignorance of everything but what other men have written; 

 seemingly devoid of moral belief or guidance; but with the sense 

 of beauty so keen, and the power of expression so cultivated, that 

 their sensual caterwaulins: mav l)s almost mistaken for the music 

 of the spheres. Science and Education Essays, p. 130. 



Finally, beauty should be permitted to bring its own 

 message, to speak for itself. Explaining it and talking 



