In the late 19^th and early 20^th centuries, nature-study was the most widespread orientation to science instruction in the nation’s schools. During the four or so decades of its existence, nature-study evolved to become both a common body of knowledge and a philosophical orientation to instruction. To some here at the dawn of the 21^st century, the study of nature may seem antiquated, but nature-study, with its integrated content and surprisingly modern and synthetic method of teaching, should be recognized by teachers as a useful reference for instruction.