publications are out of print and the call for them still continues. These publications have practically all arisen under your supervision, and under the directorship of Professor I. P. Roberts. Nature-study work should begin in the primary grades. It is a fundamental educational process, because it begins with the concrete and simple, develops the power of observation, relates the child to its environment, develops sympathy for the common and the near-at-hand. By the time the child has arrived at the fifth or sixth grade he should be well prepared for specific work in the modern environmental geography, in the industries, or in other exacter common-life subjects. Nature-study is a necessary foundation for the best work in biology, physiography and agriculture. Since it is content work, it is also equally important as a preparation in all expression work, as in English, number and reading. In most present-day rural schools it may well continue through the eighth grade; and, if well taught, it may even take the place very profitably of some of the "science" of some of the higher schools. Its particular sphere, however, in a well-developed school, is below the sixth grade, possibly below the fifth. But even if the term nature-study ceases at the fifth or sixth grade, the nature-study method will persist throughout the school course,--the method of dealing first-hand and in their natural setting with objects, phenomena and affairs, and of proceeding from the simple and undissected to the complex and remote. The reader should bear in mind that the College of Agriculture has no organic connection with the public school system of New York State, and that its nature-study work is a propaganda. From first to last the College has been fortunate in having the sympathy, aid, and approval of the State Department of Public Instruction, and now of the new Education Department. The time is now near at hand when nature-study will be adequately recognized in the school system of the State, and then the nature-study work of the College of Agriculture may take new form. In these reprinted leaflets the reader will find many methods of presentation of a great variety of subject-matter. A wide range has purposely been included, in the hope that any interested teacher may find at least one or two leaflets that will be suggestive in his own work. Our own ideas as to what is a valuable leaflet have changed greatly since the work was begun; and it is to be expected that they will continue to change with the progress of the work and the development of the schools. It would be an interesting review if we were to summarize our own experiences with our own work. The leaflet that is most praised by the critics may be the least useful in practice. The greatest danger is that of making the work too complete, too rigid and too formidable. L. H. BAILEY, _Director College of Agriculture._ CONTENTS. PART I. TEACHERS' LEAFLETS. Leaflet. Page. The Schoolhouse 9 L. H. Bailey. I. What is Nature-Study? 11 L. H. Bailey. II. The Nature-Study Movement 21 L. H. Bailey. III. An Appeal to the Teachers of New York State 31 L. H. Bailey. IV. What Is Agricultural Education? 45 L. H. Bailey. V. Suggestions for Nature Study Work 55 Anna Botsford Comstock. VI. A Summer Shower 81 Ralph S. Tarr. VII. A Snow Storm 93 Anna Botsford Comstock. VIII. A Handful of Soil: What It Is 99 Ralph S. Tarr. IX. A Handful of Soil: What It Does 115 L. A. Clinton. X. The Brook 125 J. O. Martin. Introduction by L....