152 THE NA TU RE- STUD Y RE VIE W U ■ 5~m ay, 1908 



more particularly in this instance for some experiments on the 

 vitality of seeds and methods for effectual eradication. Many of 

 the weeds in the garden had borne seeds and thus furnished 

 materials for a study of adaptations for dispersal by various 

 agencies. Bird visitors to the gardens during the early days of 

 the term were watched intently to see what seeds were preferred 

 by the different species. Thus the birds, touching us, as seen 

 above, in two vital points, call forth a natural enthusiasm in bird 

 study. 



After the garden had been reclaimed the natural interest of the 

 children led them into a desire to make excursions into the im- 

 mediate neighborhood for the purpose of finding what garden 

 weeds grow also in the open. Also to see if they were as success- 

 ful in their competition with other wild plants as they had been 

 with the cultivated plants of the garden. They were also curious 

 to know the names, and something of the habits and adaptations 

 of other weeds of the locality and thus an interest has been 

 aroused in making a natural history survey of the vicinity as it 

 applies to weeds. This will be extended later to include all forms 

 of animal and plant life. 



In their study of weeds and the miscellaneous plants about the 

 campus the pupils have noticed that plants are often infested 

 with galls, and that these are sometimes of animal (generally 

 insect) and sometimes of vegetable origin (fungi). So a way is 

 opened quite naturally for the study of plant disease in general. 

 The consideration of plant pathology (admirably illustrated for 

 us in pear blight) leads easily and naturally into bacteriology and 

 opens up the very interesting relationships of plants and animals 

 to disease in man. Pupils will also notice in their study of weeds 

 that insects are often helpful in destroying noxious weeds and will 

 be led further to observe structures, habits, and adaptations of 

 these to their environment. 



Comparative study of a few plants has aroused an interest in 

 the relationships of plants to each other, and the ability to recog- 

 nize a new plant is immediately followed by a desire to know 

 whether any of those formerly learned are related to it. In an- 

 swering this question pupils compare structures, habits, etc., 

 form a judgment in the matter and then go to the teacher or to 

 the book for confirmation. Comparison of the roots of any con- 

 siderable number of plants will lead to the discovery that the 



