xvi INTRODUCTION. 



calls upon our specialists in Science to tell what they know in 

 plain readable language, and expects them to illustrate their 

 meaning in the best and most modern manner. The public 

 calls for increased facilities for learning. Popular lectures, 

 beautifully illustrated, have become the order of the day, and 

 the labour of the brain may be had cheaper than the labour of 

 the hands. Biology and Nature Study have taken their places 

 in the courses of instruction both in private and public schools 

 and the teachers are struggling to fit themselves to meet the 

 new requirements ; in fact, the supply does not equal the de- 

 mand. Parents are seeking for companions for their children 

 in their hours of recreation and vacation who can answer ques- 

 tions on natural objects and phenomena ; if they cannot find 

 the right person, they want correct books and magazines. 



That the true love of Nature imposes certain moral responsi- 

 bilities is also beginning to be recognised. First and foremost 

 a respect and care for living things will do away with that 

 spirit of wanton destruction which permits the killing of any 

 animal or the uprooting or trampling of a living plant, just for 

 the fun of it. It will also promote a spirit of unselfishness 

 which can enjoy the beauties of Nature and leave them as we 

 found them for some one else to enjoy after us. It also pro- 

 motes an appreciation and love of truth which fosters exactness 

 and precision. From a pedagogic standpoint nature studies 

 are of the utmost importance, as they bring the mind to the 

 consideration of the objective rather than the subjective meth- 

 ods. That they call for greater individuality and latitude of 

 presentation is one of the reasons why it has been difficult to 

 secure the right methods. Our schools cannot be bound by 

 hard and fast rules and requirements ; the teacher must meet 

 the needs and opportunities of the students and these are very 

 diverse in different schools and places. She must be ready to 

 make use of any facilities and accomplishments that individual 

 scholars may afford for the benefit of the others, and to bring 

 drawing, photography and poetry, as well as prose, to her as- 



