i6 NATURE-STUDY 



Children generally display this nature instinct more than 

 adults, though not as much as many adults. The child 

 likes the pretty colored insects, leaves, and birds. He 

 likes to play in the earth, and to frolic with pets and wild 

 animals. The sympathy for pets and, through them, for other 

 creatures is one of the finest things we can teach through 

 nature-study. The child is greatly interested in the animals 

 of the farm, in their uses and care. He likes flowers and 

 fruit, and can be readily taught to care for growing plants. 

 There is an aesthetic and a moral as well as an educational 

 element in the cultivation of potted plants, trees, gardens, 

 etc. Children love to roam about in the fields and forests 

 and enjoy the mystery of their numberless discoveries. 

 They like to be on the water, or in it. They like to fish, hunt, 

 and camp. They like to play the primitive life of the Indian 

 or the pioneer. 



Later, as imagination and knowledge develop, comes the 

 enjoyment of scenery, the landscape, the sea, and sky effects ; 

 later, also, the appreciation of the beautiful adaptations and 

 interrelations in nature. Then, too, come the perception 

 and admiration of natural forces and the laws according to 

 which they act, and the attempts to see a unity and a guidance 

 in the universe. Enjoyment of nature becomes more and 

 more conscious. Personal applications are made of nature's 

 principles. We try to fit into the world-scheme — and our 

 religious and philosophical interests develop. 



Much may be done to cultivate in children a love for 

 nature. Bring the child often in contact with nature, and 

 let her silent influences work. Let him be taken on field 

 trips to enjoy the b6auj:y of the flowers, the birds, etc. Point 

 out these things to the children who fail to see for themselves. 



