ON THE MORAL ADVANTAGES OF THE STUDY OF NATURE. 
Though it may seem superfluous to offer any observations on this subject in 
a work not likely, in the present stage of its career, to fall into the hands of 
readers not already devoted to the pursuit of Natural History, yet we are induced 
to do so in the hope that, if they should approve our remarks, they may point 
them out to their friends, and so perchance increase the number of the cultivators of 
natural science. It is more particularly with a view to excite the attention of 
parents and teachers that we throw out these suggestions, since it is more espe¬ 
cially in their power to give them effect. These influential persons would we 
intreat in favour of those interesting beings, the members of the rising generation, 
committed to their care. We would appeal to every feeling and principle of their 
better nature, in their behalf. Few parents can be charged with neglecting the 
bodily health of their children, though some err in the choice of the means by 
which it is to be promoted; but many, very many, are either indifferent to the 
mental and spiritual welfare of their offspring, or err grievously in the choice of the 
means by which they are to be secured. The education which is necessary to fit an 
individual for the discharge of the social duties of his station, and for forwarding 
the interests of the community, it is undoubtedly right that he should receive. 
But man lives not for society alone, but also for himself; he lives not for time only, 
but for eternity: and an education is required for these too, which, in many cases, 
he never receives, or at least never has provided for him by his parents. 
Let us not be misunderstood, nor let it be supposed that we undervalue or 
would dispense with classical learning, or the kind of learning necessary to carry 
on mercantile affairs. Far from it: our wish is that they should have that, and 
much more. While some of their time is devoted to acquire those languages by 
which man has held, or still holds, intercourse and sweet communion with his 
fellow men, improvement and enlargement of their minds must follow. But while 
we teach them many tongues, and enable them to read many books, shall we leave 
them ignorant of the signs and characters of the book of nature, or give them no 
opportunity of perusing the bright volume of creation, the pages of which are 
daily and annually unrolled before us, containing the autograph of its mighty 
author, and which, to use the impressive words of Lord Bacon, “ is written in the 
only language that hath gone out to all the ends of the earth, unaffected by the 
confusion of Babel.” 
Alas ! that we should teach them to read what will only enable them to 
“ heap up riches, while they know not who shall gather them” and fail to teach 
them how to commune with their God, and to acquire a portion of that treasure 
which they, and not another , shall inherit throughout eternity. 
Those who are born and bred in large cities are rarely permitted, still less 
purposely led out, to see the face of nature, to trace her lineaments, and feel the 
influence of her smiles. They are not taught to regard her as the common mother 
