SPRING NATURE STUDY. 525 



imagination about it. But it is from and through just such 

 work that science has developed through the centuries, and 

 JNature (by which we mean the Author of Nature) has 

 endowed our little folks with an appreciation and love of 

 poetry and a rich store of imagination. If our work con- 

 forms somewhat to the development of the race and to the 

 nature of the child, we are not apt to go very far wrong. 

 We are trying to train and develop and enrich and broaden 

 the minds of our children, not merely to make scientists. 



The study of the spring awakening is, to the children 

 at least, who have not lost the seeing eye, the hearing ear, 

 the understanding heart, a study of protection and care. 

 The buds are exquisite lessons, wonderful stories, of pro- 

 tection from storm and cold. The seeds tell of care, of 

 preparation months before for the growth of the baby plant. 

 Every young leaf, wrapped about and within its fellow, 

 protects, and is protected. Every flower but lives to care 

 for and ripen the seeds hidden far within. What better 

 nature thought can we give our children ? What better 

 means of impressing this thought than bud and seed, leaf 

 and flower ? 



This thought of protection appeals most strongly to the 

 little ones. A little later, as they see how bud and scale and 

 leaf are each in place, how the flowers and the parts of 

 the flower are planned, the lessons of order and plan and 

 purpose will begin to dawn on them. 



Our boys and girls who are watching the buds unfold 

 are absorbing unconsciously, with the thoughts of care and 

 order, another lesson scarcely less important. They are 

 peering into the beginnings, and gaining the thought of 

 development. 



Hereafter is that bud so likely to be to them " only a 

 bud"? or will they begin to see the future stored up in it ? 

 May the bud not lead some of them to realize the imp or- 



