THE HIGHEST AIM OF NATURE STUDY. 129 



Even more helpful is the right study of nature in 

 leading the child to realize and perform what he owes 

 to man, his intellectual environment. He discovers 

 that everything about him is doing, helping as well as 

 being helped. The leaves, at first so carefully pro- 

 tected by scales and gum and fur, push out and go to 

 work to help root and stem and flower, and soon begin 

 to protect other buds and leaves. The flower, at first 

 ministered to by every other part of the plant, learns as 

 it unfolds that it has a work, a wonderful work, to do. 

 From it new plants must come. The water is con- 

 stantly helped and being helped. In the sky, in the 

 stream, down under the ground, in plant and animal, 

 it is always at work. Nature is a great mutual co- 

 operation society, whose motto is, "Help and be helped." 

 Is the child the only exception ? or will he learn from 

 nature the lesson that he not only receives much, but 

 that he owes much ? 



These lessons come with most force direct from 

 Mother Nature herself. She is the best preacher. The 

 lessons thus absorbed, imbibed by the children often 

 unconsciously, make a far deeper impression than the 

 " Thou shalt " and Thou shalt not." 



As the child is thus learning to appreciate nature 

 and man better, will he not be lifted toward the Author 

 of nature? Will not the protection and care which 

 he sees in plant and animal lead his mind to a Pro- 

 tector ? As he discovers in everything about him pur- 

 pose and plan, will not his thoughts be lifted toward 

 the Planner? Will not his better appreciation of the 



