PREFACE 



By natural inclination, every child is interested in animals. Whenever a grown 

 person is not so interested, it is positive proof that the natural instincts of childhood 

 either have been turned aside, or stifled by lack of opportunity to live and grow. The 

 love for animals is, I believe, even more universal than the love for music. 



Whenever I try to sum up the amount of living interest, and also genuine delight, 

 that is yielded by even a very modest acquaintance with the higher forms of hfe, "I would 

 that my tongue could utter the thoughts that arise in me!" It seems a pity that so 

 many appreciative persons should lose so much of life through lack of acquaintance with 

 about three hundred important and well-chosen species of animals. 



In these days of struggle and stress for Place and Power, and in these nights of 

 insomnia and nerves, there are few side issues more restful or more pleasantly diverting 

 to a tired brain than an active interest in some branch of natural history. A hunt for 

 the life history of a fine animal species is next in restfulness to a real hunt, over the 

 fields and far away, with all cares and worries left behind. 



The foregoing is for the eyes of adult readers. Argument is not necessary to con- 

 vince young people that a mighty host of interesting things awaits every one who sets 

 foot in the field of Nature. To-day, the all-absorbing question is — how can Nature be 

 made available to the young? 



This book is one of my two answers to that question; and it is particularly addressed 

 to teachers and parents. It is intended to be a plain, practical, common-sense answer, 

 presented in a systematic and scientific way. The author assumes that fifteen years of 

 earnest thought, and conferences with scores of teachers on the subject of natural history 

 teaching in American public schools, may fairly entitle him to a hearing. 



Briefly stated, the situation to-day is as follows: 



The scientific "zoology" is suitable only for students in the higher colleges and 

 universities. Between it and the "nature study" books of the grammar schools there 

 exists a chasm that is wide and deep. 



The "nature studies" of some of our city schools are good for young pupils, from 

 ten to fourteen years of age; but they are insufficient for those between fourteen years 

 and university age. 



Students in the highest grammar-school grades, the high schools, normal schools, 

 academies and small colleges are so inadequately equipped for the study of natural history 

 that fully ninety-jive per cent, of them, including also the great mass of students from the 

 higher colleges and universities, enter active life ignorant of even the most important forms 

 of the wild life of our own country! If this statement can be disproved, the author will 

 be delighted to withdraw it, and apologize. 



While the "nature-study" teaching of the present day is acceptable and commend- 

 able for very youn^ pupils, tending to arouse their interest and prepare their minds for more 

 serious work, its sphere is strictly limited, and it is a mistake to carry it too far. Valuable 



