114 NATURE STUDY. 



merely the beauty of form and color and structure, but 

 the far higher beauty of function and adaptation, or fit- 

 ness for work, and that highest manifestation of beauty 

 shown in the unity of all nature. The old definition of 

 beauty was "multitude in unity." 



In nature, as among men, " handsome is that hand- 

 some does," and in nature study we have constant op- 

 portunities to lead our pupils to realize that everything 

 has a work to do, and to see how well everything is 

 adapted to its work. Whether we are studying plant 

 or animal or stone or water or air, every part has a 

 a work to do, is fitted for its work, is doing its work. 



We may study the clouds simply to give the children 

 a larger knowledge of the phenomena of nature. We 

 may use the study of clouds as a means or method of 

 sharpening the intellects or developing the powers of the 

 children. But the cloud study will mean more when 

 we dwell also on their beauty of form and color, bring 

 out the story they tell of co-operation- of water and air 

 and sun and wind, and give our pupils some idea of 

 their place in the plan of nature, or of nature's Author. 



We may analyze the dandelion, and learn all about 

 its parts. We may study it in its relations to the past 

 and future, investigate the work of its parts, and all 

 the marvellous adaptations to insure fertilization and the 

 formation of fruit. We may also dwell on its beauty 

 of color and fragrance and function, and read with the 

 children the beautiful poems inspired by the dandelion. 



Which will do most for the child ? 



Wordsworth has said, 



