PREFACE. 
So much has already been written and spoken about the 
importance of Nature-study, that it seems almost superfluous to 
pursue the matter further. Most, if not all, educationalists agree 
as to its utility in stimulating mental activity, in arousing 
thoughtful interest, and in developing intelligence and resource. 
The child is better and happier for a knowledge of Nature—her 
wonders and ways—and afterwards becomes a more useful citizen, 
not only because of this knowledge, but also from having acquired 
the habit of reaching conclusions by investigation and experiment. 
The aims of the subject are not so much to obtain information, 
as to observe, to reason, to conclude, and to acquire the habit of 
accuracy in thinking, and facility in verbal expression. Hence, 
to be a success, Nature-study must be based on observation and 
experiment, and any course which endeavours to displace this 
foundation, can result only in failure. This does not mean that 
all guidance and assistance should be withheld from the child- 
investigator. In the initial stages of the subject these are 
essential, and at all stages they may be found desirable. But 
such assistance should be given only when it becomes necessary 
either to remove discouraging difficulties, or to stimulate the 
pupils to further effort. A child who, even in a small way, has 
mastered the art of observing has learnt much, for he is then 
possessed of a power which, if developed and wisely used, will 
enable him to undertake useful investigation. 
It must be clearly understood that Nature-study is not to be 
confused with botany, or geology, or any other of the natural 
sciences. It can be considered as science only in so far as it 
enables the child to understand some of the facts of Nature, on 
which natural science is based. But, in its dealing with such 
topics, it differs widely from the systematic Bide of any 
particular science, whose objective is continuous investigation of 
one group of natural phenomena. For the child, Nature-study is 
one subject, though it may deal with matters coming within the 
