NATURE STUDY, TEACHER, AND CHILD 43 



to predict, provide a fund of interest and wonder as the various 

 stages in its existence (each, mark you, more beautiful than the 

 last) are unfolded. The pollination and fertilisation of flowers, 

 the songs of newly-mated birds, the wondrous wealth of life in 

 the nearest pond, the crowning of the Blackthorn bush with 

 milk-white blossom, the staircase of the Spring, the great gallery 

 of Summer, the magic of an Autumn day, the " marking time " 

 of King Winter, might all with advantage receive wrapt atten- 

 tion. Let the children know and jed that the animals and plants 

 by whom they are surrounded, with whom they live their daily 

 lives and share a common heritage, have a right to exist, have 

 wonderful life stories to unfold. Point out how, in various 

 directions and in diverse ways, these creatures of the wild are 

 useful in the great economy of Nature, in different departments 

 of the immense world of life. Let them realise how, as plant 

 succeeds plant, various insects, birds and other animals are closely 

 associated, and co-related, so as to show a connected interest in 

 the fascinating story. From the simplest, or most familiar, 

 animal or plant, lessons may be culled of use, beauty, design, 

 intelligence, and in the case of many, if not most, animals, lessons 

 of love, patience, solicitude, unselfishness, care, affection. Teach 

 the children to be kind and considerate to all wild creatures. 

 Some of the boys and girls have, alas, a desire to collect, or 

 destroy. It may not be wilful, but rather thoughtless, destruc- 

 tion, but it undoubtedly exists, and should be dealt with in a firm 

 manner, tempered with kindness. In a word, they should be 

 taught to be just and merciful. Bear in mind how important 

 it is to recognise that it is our boys and girls who will hand on 

 to posterity the teaching of the grown-ups of to-day. Some of 

 the children will have little garden plots to tend, either at home 

 or school. Here is an opportunity not to be missed, for each 

 garden flower, or wild tenant, has a wondrous story to unfold, if 

 looked at and considered aright. Encourage personal observa- 

 tion and application. Let the young people feel that they have 

 a hand in the lesson, that they themselves are helping to build 

 up the story revealed. Make an appeal to their powers of im- 

 agination, but stick to concrete facts. Work in a little physical 

 geography, and local history. It is remarkable to notice how a 

 well-told tale of bygone Britain appeals to them, and how, when 

 put to the test sometime afterwards, so much of the information 

 has remained. The teacher should be prepared with a wealth 

 of good stories, and personal experiences. Let there be bound- 



