6 4 
NATURE STUDY. 
The next step is as natural, if the child is encouraged to 
take it, and it is wonderful how eagerly and rapidly the boy 
or girl will go on to the contemplation of the structure and 
habits of the single object upon which the attention has 
been fixed. Above all, the child is eager to know the names 
of things, if only the thing itself has aroused interest. 
Words are ‘'hard” only when associated with school and 
tasks. Rhinoceros is no harder word than lion to the boy 
who has seen both animals in the menagerie. In the pres¬ 
ent series of papers, the “preachments” are, of course, de¬ 
signed for the elders, but the studies themselves are for the 
old and young alike, although there is no attempt at the 
so-called simple language. Children resent “baby talk,” 
and rightfully. Besides it is unnecessary; we do not go on 
all fours to teach a child to walk. A long string of mean¬ 
ingless words in a botany lesson, is one thing, the correct 
name of a plant or creature that is known, is quite another 
thing, and so also of the parts when their use is understood. 
Not infrequet tly it seems as if the longer the name the more 
delight the child takes in mastering it. 
From early spring until late autumn the “skaters,” or 
‘ ‘skippers, ” or ‘ ‘water striders’ ’ may be seen on the surface 
of ponds, and of quiet pools in brooks and rivers, actually 
walking on the water. If we find a place where the bank 
is low but abrupt, and, lying prone, work ourselves carefully 
forward until our heads are over the water, we may watch 
them at close range, for some of them will in time come di¬ 
rectly under our eyes, if we lie perfectly still. They are 
graceful creatures, wonderfully active on occasion, but for 
the most part moving leisurely about or remaining at rest 
for long intervals. They have six legs, as do all true in¬ 
sects, and the middle and hind pairs are very long and slen¬ 
der. These rest upon the water, the middle ones spread¬ 
ing out at nearly right angles to the body and moving like 
