96 THE NA TURE-STUD V RE VIE W [3 ; 4_apr., ,907 



One of the first features of the movement was the securing of about 

 one hundred mineral specimens of Canada for each of two twelve- 

 roomed schools. These were donated by the Dominion Geological 

 Survey Department and were the first specimens ever given to public 

 schools, though quite common in high schools. These minerals sug- 

 gested a museum and museums began to develop, resulting in three 

 fair museums in which are to be found minerals, birds, mammals, 

 insects, plants and historical specimens. 



However, these were lifeless things still, though pupils were natur- 

 ally interested in the living specimens by collecting for their museums. 

 Some teachers began to observe the preference of children for the 

 living things and plants were brought into the class-rooms, and two 

 or three teachers planted seeds and raised plants from them in pots. 

 Larvae of insects soon became the most common kind of specimens 

 brought in and children became intensely interested in the weaving 

 of the cocoons by the larvae of moths. The first moth to emerge 

 from these was the beautiful cecropia emperor moth. It is hard to 

 say who were most interested in this wonderful creature, the pupils 

 or the teachers. At any rate the teachers took the trouble to carry 

 the moth to the inspector for his examination. 



Work along this line of studying the life-history of insects, frogs 

 and birds, continued without much change until 1904, when in March 

 of that year, the question of distributing seeds to pupils was dis- 

 cussed by the teachers. The idea was obtained from Hodge's 

 "Nature- Study and Life," one of the best books on the subject yet 

 published. It was decided to distribute seeds, with a view to hold- 

 ing an exhibit on June 24, 1904. Folders were printed giving a few 

 simple directions and requiring a record of growth. So few kept any 

 record that this plan has not been followed since. The plants did 

 not develop as rapidly as the authority said they would, consequently 

 on June 24th, there were very few plants far enough advanced to be 

 worth exhibiting. However, they were brought to their respective 

 schools and photographed. Over five hundred plants were exhib- 

 ited. 



In the spring of 1905, seeds of both flowers and vegetables were 

 distributed. The choice made was as follows: Grade i , nasturtium and 

 parsley: Grade 2, pansy and sweet corn; Grade 3, centaurea and 

 sugar beet; Grade 4, phlox and celery; Grade 5, peanuts (Canadian) 

 and verbena; Grade 6, asters and catalpa; Grades 7 and 8, cosmos, 

 asters and broom corn. 



