i8 NATURE-STUDY 



Warner, Burroughs, Torrey, VanDyke, E. T. Seton, W. J. 

 Long, and many others, if read by the pupils cannot fail to 

 develop somewhat the appreciation of nature. 



The Ethical and Spiritual Side of Nature-Study 



There is an ethical element in nature-study. The search 

 for and recognition of truth in nature-study has a definite 

 moral tendency. All great scientists have a high ideal of 

 truth. Nature-study, by constantly checking the thought 

 by the actual facts, tends toward intellectual honesty. Again, 

 the rule of cause and effect exemplified so concretely in 

 nature-study, when applied to personal and social relations, 

 tends strongly toward moral improvement. 



It is customary to teach children about animal wisdom, 

 providence, care and love for the young, etc. These things, 

 no doubt, are interesting to children as reflecting their own 

 home life, and some moral benefit is derived therefrom; 

 but one of the best things they get from nature-study is a 

 sympathy and love for the lower animals. The care for 

 pets is good nature-study and also good moral training, for 

 it teaches us to consider the wants of these animals. Chil- 

 dren, however, should be taught to be kind also to the birds, 

 the squirrels, frogs and toads, instead of cruel as they so 

 often are. They should be taught to recognize the right of 

 all harmless creatures to live. They should be made to feel 

 that we and the animals are kin. 



The raising of plants and the cultivation of a garden also 

 may teach regularity, watchfulness, patience, and persistence. 

 Lovers of plants show an almost affectionate interest in their 

 development. Flower culture develops a gentleness of spirit 

 in the children who practise it. Many believe a boy cannot 



