THE LIMITATIONS OF NATUltE STUDY. 187 



be defective or erroneous. In so far as he is ignorant 

 of physical laws, he will fail to understand many spirit- 

 ual laws of which physical laws are counterparts or 

 downward extensions. In so far as he is unfamiliar 

 with the phenomena of the physical world, he is unable 

 to fully appreciate spiritual truths, or, at least, to con- 

 vey spiritual truths in the most effective manner to 

 those whose world is largely a physical world. The 

 Great Teacher almost invariably used the simplest phys- 

 ical phenomena about him, those with which his hearers 

 and all mankind were most familiar, the sparrow, the 

 lilies, the grain of corn, the mustard seed, as the means 

 or medium for conveying the highest spiritual truths. 

 The teachers of to-day, whether in home or school or 

 pulpit, and particularly those working with the little 

 folks, who live so largely in a world of sense, can do 

 no better than follow his example. 



On the other hand, the study of nature alone, no mat- 

 ter how sympathetically and reverently pursued, does 

 not give the child an adequate knowledge of his spirit- 

 ual environment, does not fit him to appreciate all that 

 he receives from God, nor to appreciate and perform all 

 that he owes to God. In history he sees even higher 

 manifestations of protection and care, of purpose and 

 plan and a Planner, than in nature. Some comprehen- 

 sion of God's dealings with, and God's relations to, man 

 are essential, and cannot be gained from nature study. 

 It must come from and through " man study." With- 

 out this the child cannot be best adapted or related to 

 his spiritual environment. 



