xii Introduction 



only in as far as it helps in the study of the actual thing, 

 and fails if it is used passively and is substituted for an 

 active study. No description or illustration can take 

 the place of direct observation; the simplest thing in 

 Nature is infinitely more wonderful than our best word 

 pictures can ever paint it. 



The author recommends the teacher to look through 

 the chapter before it has to be taken in class and then to 

 make a few expeditions in search of local illustrations. 

 It is not strictly necessary that the chapters should be 

 taken in the order given. The local phenomena must 

 be dealt with as they arise and as weather permits, or 

 the opportunity may pass not to return again during 

 the course. In almost any lane, field, or garden a 

 sufficient number of illustrations may be obtained for 

 our purpose; if a stream and a hill are accessible the 

 material is practically complete, especially if the children 

 can be induced to pursue their studies during their 

 summer holiday rambles. Of course this entails a good 

 deal of work for the teacher, but the results are worth 

 it. Children enjoy experimental and observation lessons 

 in which they take an active part and are not merely 

 passive learners. The value of such lessons in de- 

 veloping their latent powers and in stimulating them 

 to seek for knowledge in the great book of Nature is 

 a sufficient recompense to the enthusiastic teacher for 

 the extra trouble involved. 



It is not desirable to work through a chapter in one 

 lesson. Children unaccustomed to make experiments 

 or to see experiments done, will probably require three 

 or four lessons for getting through each of the first few 

 chapters, and two or three lessons for each of the 

 others. 



