148 The Ottawa Naturalist. [November 



spring of bulb and seed and bud, the outburst of joyous song 

 from our genial companions the birds, the insects, transformed 

 and emerging from their concealment, are fresh miracles every 

 season to the lover of God and nature. Every huge boulder 

 rises like an interrogation point from the landscape, every 

 rounded and polished stone carried down by the mountain rivulet, 

 or resting on the shore of the restless ocean, is a page of history 

 unrolled for him who will but read and think. Every forest tree, 

 characteristic in shape, texture and foliage, springing from its 

 tiny seed, has had a history of struggle and triumph over 

 obstacles. 



Need I say more ? The excellent papers already given in 



The Ottawa Naturalist have shown in the clearest and most 



intelligent way how teachers may make use of their opportunities. 



The thoughtful and earnest teacher, reading these, will hz 



directed to the book of nature which, though it lies ever open, is 



perpetually sealed to him or her who has not " eyes to see." To 



the young or inexperienced teacher may I say : The children will 

 be eager to meet you half way. Do not be ashamed to say : '* I 

 do not know ;" but " let us put our wits together and find out" 

 will be the magical password into nature's secrets and into the 

 heart of the child. If you have any difficulty that you cannot 

 overcome from your own knowledge and from books, you will 

 find the writers of these papers just as willing to help you as 

 they were to write for your benefit. That is the way they would 

 like to pay the debt of gratitude which they owe to the unselfish 

 naturalists who have helped them. 



What is Nature- Study ?' 



Nature-Study is a method rather than a subject. It better 

 expresses the spirit by which one becomes acquainted with the 

 common things about him than its definite content or subject 

 matter, It is not getting information about nature from books, 

 or lectures, or conversations with others ; but it is rather a certain 

 attitude of mind towards all the phenomena of nature. The end 

 being development rather than mere knowledge, the teacher of 

 Nature-Study thinks of the effect of his work upon his pupils 

 rather than of the content of the subject he is dealing with ; he 

 considers ko7v his pupils know rather than 7vka/ they know. 



Wm. Scott. 

 Normal School, Toronto. 



