man nature when there was a call for volunteers. 13. Nature appeals to the individual. We may listen to a lecture or read a book on the philosophical explanation of things, but we no sooner step outside the door and look up to the heavens than new questions are suggested and the voice of nature is heard saying, "Settle this for yourself. Let your own soul give answer, and believe not the words of another." The fundamental ideas, time, space, substance, are characteristic of every mind. They are universal. Nature loves. classes, but the individual is her darling. Angles and 14. Nature loves completeness. vacuums are seldom found in nature. The circle is her favorite and she hastens to fill every nook and cranny with solid, liquid or gas. Out of a very few elements are built up all the various forms of the animal, vegetable and mineral kingdoms. "Nothing useless is or low, Each thing in its place is best; Men love to specialize; nature loves to generalize. The aim of nature's method of education is self-reliance. She would build up in man a strength of body and of soul that may serve a great variety of purposes and reach any desirable end that is in accordance with her laws. "Throb thine with Nature's throbbing breast, "Some place the bliss in action, some in ease, SUGGESTIVE QUESTIONS. 1. What did Rousseau mean by "Return to nature?" 2. What do you know of Rousseau? 3. How does nature appeal to the senses? 4. What good results from having pupils collect seeds, plants, minerals? 5. What could you teach from seeds planted in the school room? 6. Show how nature teaches by suggestion? 7. What do you know of Watt? Of Newton? Of Darwin? 8. Show from nature that time is a necessary element of character building. 9. Show how all the sciences are related. 10. What is meant by "Correlation of Studies?" By Concentration? 11. Give instances of dull boys who have become eminent men. 12. What do you know of Thoreau? Of Page? Of Socrates? 13. Show how nature reaches the individual. 14. Show that nature's laws are simple and universal. 15. Compare Christ's method with nature's method of teaching and show wherein they agree. GROWTH IN CHARACTER. The object in life is to grow.—Margaret Fuller. The heights by great men reached and kept, But they, while their companions slept, -Longfellow. The idea of growth is one of the most inspiring that the mind can dwell upon. Consider the acorn. Concealed within that little shell is a tiny germ that under the proper conditions will develop into the mighty oak. Growth, as most generally observed, is a manifestation of life in the development of vegetable and animal forms. It is also characteristic of the soul. The intellect, the sensibility, and the will begin as tiny manifestations of psychic energy and gradually grow into strength and acuteness till by them all other forms of energy are made subservient to man. The conditions most favorable to animal and vegetable growth are food, exercise, rest, and sunshine. The plant gets its food from the earth and from the air. The wind blows the branches and gives it exercise. At night and during part of the year plants take time to rest. Without sunshine they fade and die. For the growth of the soul powers these same conditions of food, exercise, rest, and sunshine are necessary. Cheerfulness is the soul's sunshine. It makes character lovable and attractive. "Be good and happy while you may, A cheerful heart dispels the cloudy day." Character is the joint product of the growth of body and soul. A noble character is the end toward which all nature works and a growing soul is the charm of character. The best school incentives are those that will promote an even and healthful growth of character all through life. Brilliancy of intellect and early maturity are not so desirable as a steady and more constant growth. |