INTRODUCTION 



doves, the groves of sombre, thickly-matted Firs and Pines at once come 

 into view. The Oakwood reminds us of the nuthatch, the woodpecker, the 

 wryneck, the tree creeper, and insects far too numerous to mention. 



The tall Elms are indivisibly connected with the sable rooks ; the ivy- 

 clad ruins and the hollow trees with their near relative the starling. The 

 mossy nest of the chaffinch is inseparably associated with the milk-white 

 bloom of a hedgerow, the nightingale brings to mind the thick retreat of a 

 blossoming thorn. 



It is a good thing to be cognisant of the environment of an animal or 

 plant, for it is only by this means that a full measure of enjoyment can be 

 obtained. Without a knowledge of the habitat of any of Nature's children 

 one half the interest and the beauty vanishes, and whilst we are the first to 

 recognise the educational advantages of Museums and Gardens, Pestalozzi 

 was right when he said : " Lead your child out into Nature ; teach him on 

 the hill-top and in the valleys. There he will listen better and the sense of 

 freedom will give him more strength to overcome difficulties. But in these 

 hours of freedom let him be taught by Nature rather than by you. Should 

 a bird sing or an insect hum on a leaf, at once stop your talking ; bird and 

 insect are teaching him ; you may be silent." 



If in any measure this work helps to create an interest in, and a love 

 for, trees and shrubs, we shall feel amply repaid for the great amount of 

 labour expended in its compilation, and it is our earnest hope that not only 

 will these trees and shrubs be regarded from the standpoint of beauty, 

 form, colour, design, usefulness, ornament, or service, but that those who 

 honour us by a perusal of these pages will be able to enter fully into the 

 spirit of the lines : — 



" Ye bright mosaics that with storied beauty 

 The floor of Nature's temple tessellate, 

 What numerous emblems of instructive duty 

 Your forms create ! " 



xxvii d 2 



