INTRODUCTION AND GLASSIFICATION | 97 
in disaster. It is not to be supposed, however, that all reference 
to. classification should be avoided—as pupils grow older and the 
courses advance, the more obvious reasons why certain animals 
possessing common characteristics, are included in classes or 
orders, or those differing in certain essentials are placed in 
distinct groups, should certainly be made clear. There will be 
no difficulty in this ; the absence of a backbone will be sufficient 
to show that Earthworms are not reptiles, and the threefold 
division of the body with the thorax carrying the appendages 
will serve to mark off the insect from other allied forms. All 
this children can readily understand and follow, and should be 
taught to recognise and interpret. Consideration of the kind, 
however, should not be attempted in the earlier stage, but be 
deferred until pupils have become more familiar with the charac- 
teristics they are called on to observe. In the Infant Department 
certainly, and in SI perhaps, children will have done enough if 
they observe these characteristics, learn to contrast and compare 
them, and to find suitable verbal expression for the result of their 
investigations. It is in the further expansion of the subject to be 
undertaken in the higher classes when the intelligence of the 
pupils is better fitted to cope with and overcome difficulties, that 
classification can best be introduced—but at no time should the 
teaching aim at instruction in what is known as Natural Science. 
To quote from the English code, and applying to Nature-study 
what is there said under the head of ‘object teaching.” << It is 
elementary science only in so far as it aids the child to observe 
some of the facts on which Natural Science is founded ; but, as it 
deals with such topics generally, it differs widely from the syste- 
matic study of a particular science. The principles of scientific 
classification, the continuous study of one group of natural 
phenomena, the generalisation from facts and the search for 
natural laws, belong to a later stage of mental discipline, which 
will be much more effectual if it is founded upon the pre- 
liminary training of the senses through sound object teaching.” 
The primary aim of Nature-study should never be lost sight of, 
viz., to train pupils to observe and understand the more obvious 
of the natural laws at work around—to lead them to derive 
real pleasure as well as profit from the occupation itself—and 
gradually to acquire the habit of applying contrast, comparison, 
experiment, trial, in unravelling the difficulties that beset them. 
Reference has been made in the preface to the use of technical 
terms, so that little need be added here—further than to remind 
teachers of the need for introducing them slowly and only when 
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