And now gay groups of roses bright
In circling thickets bound her—
Yet on she went with footsteps light,
Still gazing all around her.
And now she paused, and now she stooped,
And plucked a little flower;
A simple daisy 'twas, that drooped
Within a rosy bower.
The child did kiss the little gem,
And to her bosom press'd it;
And there she placed the fragile stem,
And with soft words caressed it.
I love to read a lesson true
From nature's open book—
And oft I learn a lesson new
From childhood's careless look.
Children are simple, loving, true—
'Tis God that made them so;
And would you teach them?—be so, too,
And stoop to what they know.
Begin with simple lessons, things
On which they love to look;
Flowers, pebbles, insects, birds on wings—
These are God's spelling-book!
And children know His A B C,
As bees where flowers are set;
Wouldst thou a skilful teacher be?
Learn then this alphabet.
From leaf, from page to page,
Guide thou thy pupil's look;
And when he says, with aspect sage,
"Who made this wondrous book?"
Point thou with reverend gaze to heaven,
And kneel in earnest prayer
That lessons thou hast humbly given
May lead thy pupil there!
From this commencement I proceeded, and came to the conclusion that in feeding the mind of children with facts, we follow the evident philosophy of nature and Providence; inasmuch as these had created all children to be ardent lovers of things they could see and hear, and feel and know. Thus I sought to teach them history, and biography, and geography, and all in the way in which nature would teach them,—that is, by a large use of the senses, and especially by the eye. I selected as subjects for my books things capable of sensible representation, such as familiar animals, birds, trees; and of these I gave pictures, as a starting-point. The first line I wrote was, "Here I am; my name is Peter Parley;" and before I went further, gave an engraving representing my hero, as I wished him to be conceived by my pupils. Before I began to talk of a lion, I gave a picture of a lion; my object being, as you will perceive, to have the child start with a distinct image of what I was about to give an account of. Thus I secured his interest in the subject, and thus I was able to lead his understanding forward in the path of knowledge.