114 First Conference 



and sounds, we are all agreed. Yet since we teachers 

 cannot but seek for clearer definition, let me not only- 

 start with " observation as the most enduring of the 

 pleasures of life", but insist that what we are to 

 observe is not merely the detail of the changing feast 

 of impressions, limitless source of object-lessons 

 though this be. What we aim at is a yearly, a daily, 

 broadening and deepening appreciation of that Drama 

 of the Universe, of which we are (alike individually 

 and racially) but the awakening spectators. This 

 drama, in our temperate zone especially, is the 

 Pageant of the Seasons; and at this we have a 

 certain limited number of opportunities of assisting 

 — how many, how few rather, the nearest astrologer 

 (nowadays better known as life-insurance agent or 

 actuary) will promptly tell us, wager with us, and 

 win. The nature-teacher, then, who has been watch- 

 ing the nature-drama year in, year out, appreciating 

 this and that scene and element more fully with each 

 renewal, can thus at best say to his pupil: "In 

 Nature's infinite book of mystery I can a little read "; 

 he can help him to recognize these and those of the 

 dramatis personcB, and when to expect this and that 

 scene of the goodly procession, it may be even how 

 to enrich it. 



Passing from the nature-pageant to the recipient 

 mind, let us define our study. It is the habit of 

 observing and thinking for one's self, and at one's 

 best, without books or helps, in presence of the facts, 

 and in the open air. Our ideal of training is thus 

 like the appreciative musician's — in full mid-stream 

 of impressions to concentrate on and isolate any one 

 melody or harmony, any one sequence or co-existence, 



