Preface. v 



beyond morphology into the fields of natural history, ecology, and 

 economic relations. 



THE PLACE OF NATURE STUDY. Many teachers of natural his- 

 tory are accused, often very justly, of placing too high a value on the 

 subject. The true teacher will try to see the real place of his subject 

 in the course of study. Natural history cannot claim the highest place. 

 Interesting as are the actions of animals, they cannot compare with the 

 deeds of men. History is above natural history as man is above the 

 other animals. But the student who has formed the habit of seeking 

 the meanings of facts in natural history will carry this habit into the 

 study of history. The study of natural history should come first, for 

 children are interested in animals. The habits of observation and 

 interpretation once formed will be carried through life and applied in 

 every line of thought. To cultivate these habits should be the con- 

 stant aim of the teacher. The study of animals especially lends itself 

 to such training, because of the child's inherent interest in the subject, 

 and because of the varied adaptations to ^eir surroundings that animals 

 everywhere exhibit. 



THE INTERPRETATION OF NATURE. The study of the relations 

 of animals to their surroundings is a constant investigation of cause. 

 The student must ask why an animal has a certain color, form, or habit. 

 He must first learn to observe the facts that come within the range 

 of his experience. Next, he must seek an explanation of these facts. 

 He must become possessed by the idea that every fact has a meaning, 

 and that it" is worth while to think out this meaning. At first he must 

 be helped ; but he is to learn that he must rely mainly on himself for 

 the solution of the problems of animal life. 



CLASSIFICATION. It is highly important that the student learn how 

 to classify animals ; that he commits to memory a system of classifica- 

 tion is of doubtful value. To classify is simply to sort, or to arrange, 

 things according to their likenesses. The child sorts his blocks; that 

 is, he puts those of a kind together. Those of different kinds are 

 separated. This is classification, a grouping according to resem- 

 blances and differences. But the child cannot sort blocks unless he 

 has them. Neither can the student classify animals unless he knows 

 them. It is impossible to classify the unknown. 



