130 THE PLANT WORLD 



restraining influence should come. Make the children feel that the 

 flower is a living thing, that its life is as valuable and important as the 

 life of an animal, and that it is wrong to cut this life short. Great 

 bunches, whole armsful of flowers, are not what we want. With little 

 children make them feel that the plant asks " Not to be taken from its 

 brothers and sisters;" "Please leave me in my home." 



A border along the school house fence which will show what culti- 

 vation will do for the wild flowers would be an excellent object lesson. 

 Blue flags and brooklime for the wet corners, Oswego tea, Turk's cap, 

 fireweed, the evening primrose, Orchis spectahilis, the moccasin flower, 

 all could be used. By placing them on the level with the rose, the pansy, 

 the geranium, a certain respect for the native plants would thus be 

 fostered. 



State agricultural reports, forestry reports, literature relating to the 

 care of plants, and plant relations should be in everj^ school library. 



What part have city children in this work ? In the large cities the 

 smaller children get their only glimpses of the " Great Green Book of 

 Nature" in the school-room : yet here the lesson of regard for plant life 

 can be instilled. " The bark of the tree is its coat ; it protects the tree, 

 and keeps it warm ; we must not cut it and hack it." " From flowers 

 come the seed, we must not destroy the flowers or soon there will be no 

 plants." 



In Greater New York there are fifteen thousand boys and girls in 

 the various high and training Schools. What an army of educational 

 workers to interest in the protection of plants ! As their eyes are opened 

 to the wonders and beauties of the plant and animal world in their study 

 of biology, their respect for all living things is increased. 



By what practical means may we reach this great army of children, 

 and get them to work for the protection of our wild plants ? Circulars 

 might be sent to each school in the State asking that in the Nature study, 

 and on Arbor Day, attention be called to the destruction of the native 

 plants, and that the teachers be asked to use their influence to create a 

 sentiment against such vandalism. Rewards might be given to the 

 schools throughout the State which would have the greatest number of 

 trees correctly named, and others for the best collection of native shrubs 

 and plants in the school yard ; finally, signs requesting people not to 

 break shrubs or pick flowers to such an extent as to injure, could be 

 placed in resorts near large cities. 



