i6~ THE PSYCHOLOGY 



instinct was im[)Ianted by actual experit-nce in Tiature's own envifonment, at the 

 at^e when these desires first stirred the l^lood. 



Inherited teiulencies denianti that we should come near to nature's heart ii> 

 our ciiiidhocd if we are not to lose entireK', in a genei-ation or t wo, the God-given 

 love of freedom in God's {\t:-e air and sunshine. 



We are "heirs of all the ages," but, as a lace, are in danger of losing' our 

 heritage, the result of centuries of honest toil. Reaction upon environment to 

 adapt it to human needs has become, to a certain extent, instinctive. Unless the 

 children are iDade to repeat tlie ideal constructive acts before the age of fourteen 

 the constructive powers will weaken and in a few generations die out. 



2. ACTIVITY OF THE SENSES, AND MUSCLES. 



In their normal healtln' stfite, the senses and ntuscles desire activit}- in 

 response to stimulations, and the pleasurable experience of such activity is the 

 basis of the child's interest in t)ie world about him. This interest is especially 

 intense for moving things or for changing' things. The former includes animal 

 life and physical force; the latter, growing things, plants and animals, and 

 material things, acted on by some force, pln'sical or chemical, which produces 

 change in shape, volume, appearance, hardness, or some other propert}-. These 

 form the basis of the sciences — zoology, botaii)', plu'sics, and chemistry. Theag'e 

 during which the activitv of these senses is most pleasurable and niofitable in 

 forming clear perce[)tions ;md in rousing mental activity, is from the age of three 

 to the age of fourteen }ears, the end of public school life. If thev are not 

 exercised during that perioil, you will find what is too often found in our public 

 school graduates, a lack of intei"est in things of sense or a want of confidence in 

 the efficiency of the sense organs ; or fimong teachers, a hick of the sense of the 

 importance of cultivating the senses. The latter is painfully evident, but is the 

 natural result of the public school training. Of course, training the senses is not 

 an end in itself, but a means to a higher social life. 



3. THE DISCOVERY OF RELATIONS. 



In the third stage of education, the particular benefit of nature study is in 

 furnishing material for the relating activity of mind. This activitv is as normal 

 and as pleasurable as the activitj' of the senses, but the latter is the necessary 

 basis of the former. I am aware that the joy of discover}' does not seem to 

 animate tlie majority of our advanced pupils. But how can it exist when there is 

 no basis for discovery and when the senses and constructive activities, have not 

 been systematically exercised for a period of eight or ten j^eais? The effort to 

 arouse them to living activity after these A'ears of arresteil development is either 

 an impossible task, or is more than most teachers have patience to do. The 

 very same lack of desire to use an}' part of the bod\' will result from non-exercise 

 of it, and the victim of non-use is ever conscious of his weakness. 



4. THE DISCOVERY OF THE UNITY OF ALL NATURE. 



When the relating aclivit}- has operated for a number of years, the conscious- 

 ness of the unity of all things begins to manifest itself, but is a product of mature 

 life rather than of school life. 



