The Ritalin of the Past
The central thesis of the book—the proposition that regular exposure to nature during childhood is essential for a healthy emotional and mental development—is metaphorically situated in the opening pages with the author’s recollection of a childhood spent largely outdoors. A comparison is positively made to contemporary issues of juvenile medication that boils the thesis down to one singular image:
“The woods were my Ritalin. Nature calmed me, focused me, and yet excited my senses.”
The Bogeyman Syndrome
“The Bogeyman Syndrome” is a metaphorical the term applies to the consequences of over-hyped societal fears of dangers lurking outside the protective cocoon of home which results in children not being exposed less and less to nature as a result of parental fears of what might happen if they give their offspring free rein. Examples include the collapse of trick-or-treating in the wake of horror stories of poisoned candy given out by neighbors despite the fact that none of the stories were ever corroborated as fact.
Exposure with Emotion
The argument is made that merely exposing children to the natural world is not enough to make a difference in their development. For changes to occur and for positive evolution to develop, an emotional investment is a fundamental requirement for a lifelong impact:
“…while knowledge about nature is vital, passion is the long-distance fuel for the struggle to save what is left of our natural heritage.”
The Empty Calories of Indoor Amusement
Amazingly enough, kids growing up with opportunities for engagement ranging from video games to television to the internet are every bit as likely to complain of being bored as those who grew up with Pong, three TV stations and the complete collection of the Encyclopedia Britannica. The author compares the entertainment options to dietary intake. The consequence is not an increase in fatty tissue, but "a rising number of psychiatric problems among children and adolescents."
“Like a sugared drink on a hot day, such entertainment leaves kids thirsting for more—for faster, bigger, more violent stimuli.”
“Unlike television…”
On two separate occasions, the author creates what might be called the anti-simile. Rather than making a direct parallel comparison with television, the medium is engaged for the purpose of revealing a negative aspect of comparison:
“Unlike television, nature does not steal time; it amplifies it.”
“Unlike television, reading does not swallow the senses or dictate thought.”
