300 NATtTtiE STUDY. 



local conditions, and less allowance for parental criti- 

 cisms. 



The aim in nature study most closely related to in- 

 terest is the cultivation of sympathy with or love for 

 nature, and of sympathetic relations between the child 

 and his environment. Interest and sympathy are steps 

 in the development of the child's higher nature, aesthetic, 

 ethical, spiritual, and are essential for the best adapta- 

 tion of the child to his environment, the highest aim 

 of nature study. 



Keeping in view these aims, we will select material 

 which appeals to our pupils' sympathies and to their 

 higher nature. Here we see the reason for emphasiz- 

 ing the study of life, of living plants and animals. Can 

 we or our pupils sympathize (" feel with ") with a stone 

 or a force ? Can we sympathize with a mere form or 

 structure or with a dead animal ? The study of min- 

 erals, and of physics and chemistry, the study of matter 

 and force, while most essential as a basis for geography 

 and a preparation for practical life, does not have as 

 high an educational content for children, does not ap- 

 peal as strongly to the child's higher nature, as does the 

 study of life. 



Seeds germinating, buds developing, flowers unfold- 

 ing, or forming seed or fruit, are much better for study 

 than dead seeds, undeveloped buds, flowers whose func- 

 tion is not shown. Other things being equal, those 

 plants are best for study which, like the common mal- 

 low or dandelion or mustard or evening primrose, show 



