Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1907-03-23
.AWAKENS Like A
WONDERING ROSE
And "Sees the Worlds Great Gar
den Bloom in the DeWy
Morn OF Spring."
cHlLD's NoBLEST IMPULSES.
VIII Tighten schooiroom Drudscrs
And Teach Him Natures
Laws.

we often have to explain ad occa-
slonally to defend the course OF tne
state Normal in attempting 10 MAKE
the study of nature "A regular part
and nature knowledge I'm Some seitse
The basis, of the daily work OF the eo''i-
mon school, Several teachers nave
failed to understand what IL IS tha'
we are trying TO do
WHY STUDY NATUREY
Briefly. we may say that no one ever
amounted to anything who was not. In
one way or another a student or ma
ture; that there exists no writing worth
the name OF literature which Is not
deeply tinctured with natures varied
manifestations that We can scarcely
think even OF any song mat
holds q permanent pace phe so,n M
Time Is lacking In sympathetic app
probation OF natural phenomena: that
no art. no mechanism, nothing. in short.
than We prize, coming from the labors
&c that immortal Choir Invisible" Of
the past. but is founded upon, saturated
with and wholly given over. we may
sav. to natures truth. The question
is not. then, whether or not TO teach
nature In the schOolss for we must
teach H. The history OF past achieve
ment among the Aryan races shows
that education is either nature or It
is nothing. All that We know all that
we have, and all that we can express.
we derive from nature in the broad
sense. and 1t is mere f,ltiliy TO ques-
lion whether or NOT we shall teach.
not only from nature and Hike nature.
but teach nature IN and OF Itself. 1t
is true that the Chinese have managed
to get along without directly teach
ing nature in their schools, but tue re-
suits are not encouraging.
NATURE IN LITERATURE.
with us, no great writer can pen
more than line or TWO without bor-
rowing his argument, his fact, his H.
tustration. or his figure Of speech from
nature and the main difference be-
tween good and poor writer's seems
% be that the former see and Inter
pref nature. while the latter try TO get
Ilong by retailing the ailnless little
cattle which they suppose people are
engaged In saying What is 1t In one OF
The most popular songs In our language
that exercises so mysterious hold
over human hearts? Notice It's words;
Like the dew on the gowans lying
And like winds In summer signing,
Her voice was low and sweet
Every other line Is nature. So Shakes
nsstre, Milton, Byron. and, In fact, all
ths great names In literature exhibit
this peCulIarltys while the worthless
writer's regularly lack II. But we may
go further Not only has genius, prop
erly so-called. been Identical in all
past ages with the translation OF ma.
tpfe into art or song, or story, or me
chanical devlces but even today, We
are all, In spite OF ourselves, students
of the same great teacher
THE WORLD GARDEN.
All the worlds a garden, and all the
men and women merely gardeners Ev-
cryone likes to till the soil, and es-
pecially do great men and women man
age to Keep close to nature in sone
way All admire the lawn, the rose
the forest tree; most people notice birds
and wild animals; there are those who
study rocks and insects; nor few are
attracted by lake and stream. or by
sunsets and landscapes still smaller
number are interested In the causes
THAI govern the weather in the mys-
teries OF the starry heavens, or in the
laws of motion, of chemical action.
of life and growth; but only few ever
Iltrtllit lnt-Se deep ana con ironing I'M
pulses toward 1.-The natural life 10 take
such complete possession of them that
they are Willing 10 tell what all people
feel and know at least In part: name
", that TO he true 10 nature Is TO he
true TO ourselves, to live with nature
Is to be at home In the most agreeable
sense. and that 10 work In natures
laboratory is To experience the un-
rouglt JOY OF existence which makes
life worth living"
But though our race as a whole Ia
dumb on these aspects OF natural living
and though writer's hardly dare. In the
spring time to scrlbble about nature.