OF EDUCATION 9 



can never give intellectual and moral power, which 

 are the essential elements of true education. Until 

 the child educates himself by his own efforts, wisely 

 guided by the teacher, he will be very poorly educated. 



The study of nature in our schools awakens the 

 child into intellectual life, and establishes in him the 

 love of the beautiful, the true and the good. It en- 

 ables the teacher to organize all branches of study 

 into one symmetrical science, in which each branch 

 helps to give meaning and interest to all the others. 

 It converts the unnatural and wearing drudgery of 

 the school room into the most delightful and health- 

 ful work both for the teacher and the pupils. It 

 gives us health and strength by alluring us into the 

 pure air and varied scenery of the open landscape, 

 for the observation of natural objects and phenomena, 

 and the collection of material for study. 



The study of nature enlivens the imagination and 

 awakens the latent energies of the child, — adds 

 strength to his body, variety, activity and vigor to 

 his mind. Besides saving the child from artificial 

 stupidity so commonly produced by the arbitrary 

 methods of the old education, it enables him to learn 

 more in reading, writing, arithmetic and spelling in 

 one week, than he can learn in a month in the 

 common method. 



In our search for true methods in education we 



