I30 NATURE STUDY AND LIFE 



his own life. At tlie same time the care of plants will satisfy his 

 longing to observe other living things, such as beetles, butterflies, 

 and birds, for these seek the vicinity of plants. Translated from 

 Froebel's Menschen-Erziehung, p. 69. 



Finally, we must begin young. " Give a child large 

 interests, and give them young." ^ Early impressions are 

 proverbially deep. By eight or nine the child's brain has 

 practically attained its adult size. While refinement of 

 structure may go on even into mature age, the funda- 

 mental lines are laid down, and the basal habits and phi- 

 losophy of life are pretty solidly established. If habits of 

 indolence, carelessness, or possibly vice have been formed, 

 and vitiated tastes and appetites have been allowed to 

 develop, the reformation will be so much harder and the 

 results fragmentary and unsatisfactory. And this work is 

 so fundamental, simple, and primitive that young children, 

 excepting only the abnormal and spoiled, will enter into 

 it with delight and by this act enter into civilization. 



To lead children early to think, this I hold as the first and most 

 important object of child-training. 



To train the children early to work and industry seemed to him, 

 the ideal father, so natural, and matter of course as to need no state- 

 ment. Besides the child that has been led to think is it not led, at 

 the same time, to industry and diligence — to all virtues of home and 

 country ? 



Those words are a seed from which develops a shady evergreen 

 tree of life, full of fragrant blossoms and sound, ripe fruit. Let us 

 hear and heed this who allow our children to grow up thoughtless 

 and idle, and therefore dead. 



But — it is hard, yet true, as will appear if, in our intercourse and 

 daily life with our children, we cast a searching glance upon the con- 

 dition of our minds and hearts — we are dead, our surroundings are 



1 Alice Freeman Palmer. 



