PREFACE 



This book is an outgrowth of a rich, varied, and 

 thoughtful experience with child nature and the nature 

 that surrounds the child. Mrs. Wilson recognizes the 

 truth that children have a deep, strong, instinctive love 

 for all things that live and all things that support life. 

 The teacher should develop instinct into habit by making 

 spontaneity the basis of character. 



Nature Study to-day is pioneer Avork. The prevailing 

 methods of teaching nature are the old methods domi- 

 nated by the delusion of logical sequence, — of isolated 

 fact learning. Mrs. Wilson's plan is to study the child, 

 understand his interests, and adapt conditions to his 

 actual personal needs. 



The old method is founded upon a rigid faith in the 

 book and traditional processes ; the new upon the divin- 

 ity of the child and the influence of God's creations upon 

 his growing mind. One method is fixed; the other is 

 everlasting motion over the infinite line of unrealized 

 possibilities. One method demands accurate imitation; 

 the other, original discovery and creation. Under one 

 method the teacher is a pedant; under the other, a 

 student. 



The pressing need of the hour is genuine students of 

 education, teachers who bring to every child and every 

 subject a mind full of desire to know, an abiding faith in 



