Education through Nature 



completed by Darwin, in 1859, by his epoch-making 

 work, the " Origin of Species." 



In politics and education, too, a few brave souls, 

 more devoted to truth and justice than to artificial 

 distinctions, began the difficult task of reforming 

 society, and making social, political, and educational 

 activities conform more to the laws of nature. Bacon, 

 in his "Novum Organum" and "Advancement of Learn- 

 ing," had pointed out the errors to which the human 

 U mind is liable when wholly divorced from nature; 

 and had suggested the proper inductive method of 

 studying nature. Rousseau had given the cry "back 

 to nature" in such a way that it could hardly be ignored. 

 Locke had laid the foundations for the new psychology, 

 and Pestalozzi had attempted a practical realization 

 of a natural method in teaching. 



There is, of course, room for difference of opinion 

 as to how far reformers are the product of the spirit of 

 the age, or how far that spirit is due to reformers. 

 But, in any case, the benefits of the movement, thus 

 initiated, in turning men's attention back to nature 

 were realized in the progress of literature, arts, and 

 science of the nineteenth century. 



Meaning of the " Back-to-Nature " Movement. 



It is important to note, in the movement sketched 



above, the following stages of development : (i) Europe, 



/during the first centuries, was still in a state of semi- 



/ barbarism. So closely were these nations united to 



J nature that their mythology is but a personification 



of it. Gods and giants, such as Thor, Balder, Freya, 



and Hoder, personifying the forces of nature, were the 



imaginary beings residing in Thunder, Spring, and 



Winter and determining men's fortunes and fates. (2) 



Then came the age of faith. The acceptance of 



Christianity, which had been developed in a sunnier 



clime, among a people who were less profoundly 



