lv PREFACE 
special domain of several of the natural sciences. In our treat- 
ment of this subject, we should steadily bear in mind that 
specialisation belongs to a later stage of child-life, and that our 
first object should be to lay a broad foundation. There are, 
broadly speaking, two ways of dealing with the subject, each 
claiming the support of a large number of enthusiasts. The one 
aims at arousing a general interest in the work, avoiding detail 
as far as possible, which it is thought would prove wearisome to 
children, and probably have the effect of creating a dislike for the 
subject—that is, the main object is to awaken an interest in the 
teachings of Nature, rather than develop accuracy in detailed 
observation, ‘Those who advocate this view usually introduce the 
subject through a class reader devoted entirely to lessons of 
interest. on Nature-knowledge, or rural science, as it is some- 
times called. These lessons, illustrated and expanded by a 
capable teacher, must undoubtedly prove of great service in 
enabling children to appreciate and enjoy much that would 
otherwise be to them a sealed book, and in stimulating and 
developing powers of observation in a very real and very useful 
way. The other plan—the one that I have endeavoured to follow 
in these pages—is to lay special stress on details, for it seems a 
pity that a subject fraught with such possibilities for accuracy of 
observation, for close reasoning, and for bringing home to 
children the importance attached to detail, should not be utilised 
in such a way as to give prominence to these aims. Set forth in 
this garb, the subject will direct attention to such details only as 
children may reasonably be expected to appreciate and 
understand. Far from creating a dislike for N ature-study, 
this method of treatment will surround it with a greater 
interest, and, in addition, will furnish a training in habits of 
accurate observation and correct reasoning which must prove of 
inestimable value in the years that lie beyond the period of school 
life. Moreover, the power obtained by such a course of training 
is a very great source of pleasure to a child, who will realise in 
acquiring mastery of the subject that his field of enjoyment 
is enlarged and widened. On this phase, Mr. A. D. Hall, 
Director of the Rothamsted Experimental Station, says “TI 
am more than doubtful also of the value of the many natural 
history reading books which are appearing. Without doubt they 
are relished by children, and they do teach children how to 
observe and what to look for. -The danger is that reading takes 
the place of seeing ; the mind of man is naturally lazy, and 
prefers to think it knows rather than to worry a thing out for 
itself.” 
