2 Handbook of Nature-Study 



matter by what method, takes the child gently by the hand and walks 

 with him in paths that lead to the seeing and comprehending of what he 

 may find beneath his feet or above his head. And these paths whether 

 they lead among the lowliest plants, or whether to the stars, finally con- 

 verge and bring the wanderer to that serene peace and hopeful faith that 

 is the sure inheritance of all those who realize fully that they are 

 working units of this wonderful universe. 



NATURE-STUDY AS A HELP TO HEALTH 



ERHAPS the most valuable practical lesson the child gets 

 from nature-study is a personal knowledge that nature's 

 laws are not to be evaded. Wherever he looks, he dis- 

 covers that attempts at such evasion result in suffering 

 and death. A knowledge thus naturally attained of the 

 immutability of nature's "must" and "shall not" is in 

 itself a moral education. That the fool as well as the transgressor fares 

 ill in breaking natural laws, makes for wisdom in morals as well as in 

 hygiene. 



Out-of-door life takes the child afield and keeps him in the open air, 

 which not only helps him physically and occupies his mind with sane 

 subjects, but keeps him out of mischief. It is not only during childhood 

 that this is true, for love of nature counts much for sanity in later life. 

 This is an age of nerve tension, and the relaxation which comes from the 

 comforting companionship found in woods and fields is, without doubt, 

 the best remedy for this condition. Too many men who seek the out-of- 

 doors for rest at the present time, can only find it with a gun in hand. To 

 rest and heal their nerves they must go out and try to kill some unfor- 

 tunate creature, — the old, old story of sacrificial blood. Far better will it 

 be when, through properly training the child, the man shall be enabled to 

 enjoy nature through seeing how creatures live rather than watching 

 them die. It is the sacred privilege of nature-study to do this for future 

 generations and for him thus trained, shall the words of Longfellow's 

 poem to Agassiz apply : 



"And he wandered away and, away, with Nature the dear old ntirse, 

 Who sang to him night and day, the rhymes of the universe. 

 And when the way seemed long, and his heart began to fail. 

 She sang a more wonderful song, or told a more wonderful tale." 



WHAT NATURE-STUDY SHOULD DO FOR THE TEACHER 



JJRING many years, I have been watching teachers in our 

 public schools in their conscientious and ceaseless work ; 

 and so far as I can foretell, the fate that awaits them 

 finally is either nerve exhaustion or nerve atrophy. 

 The teacher must become either a neurasthenic or a 

 "clam." 



I have had conversations with hundreds of teachers in the public 

 schools of New York State concerning the introduction of nature-study 

 into the curriculum, and most of them declared, "Oh, we have not time 

 for it. Every moment is full now!" Their nerves were at such a tension 

 that with one more thing to do they must fall apart. The question in 

 my own mind during these conversations was always, how long can she 



