l 7 4 THE NATURE-STUDY REVIEW [5:7— oct, 1909 



spread their pretty pink dresses out over their chairs.' Then 

 we tell them that when one of the little petals leaves its seat it 

 can never come back.) 



"Each day they are given new flowers and additional informa- 

 tion as to its parts. After its organs and their functions have 

 been developed, we tell of the pollen and the good work of the 

 bees, butterflies, and other insects in distributing it, and they 

 watch the bee to see the dust on its legs and its hip-pockets filled 

 with pollen. They then catch the significance of the polleniza- 

 tion of our orchards and thus a great field is opened. Do the 

 children love it ? Just try it ! We tell them about the corn silk 

 and tassel and how the wind shakes down the pollen, and at that 

 season of the year just watch and listen how interested they are 

 in whether the wind is doing its work, the effect of the rain, etc. 



"The children were now so interested that they wanted a 

 school garden. Some teachers have failed in this work because 

 of a mistake in introducing the work. To announce that the 

 school will have a school-garden and then attempt to create 

 interest in it afterward, is a mistake quite often made. This 

 means working under difficulties. The children should first be- 

 come interested in the plant and how it grows. This will 

 materially lead to the desire to cause it to grow where its develop- 

 ment may be watched and where results will be a source of en- 

 joyment. 



"I first formulated plans, which were then laid before the 

 pupils for suggestion, modifications, etc. We decided to utilize 

 the means at hand. Our school house is situated near a stream, 

 therefore, an abundance of rocks and small stones was available. 

 At noon the boys took the teacher's buggy and gathered up and 

 hauled in enough stones to make borders for six rock beds. 

 With the same vehicle they brought soil from a neighboring corn 

 field, and our school stables and chip yard furnished the neces- 

 sary fertilizer. Six beds were then constructed in the front yard. 

 Seed was secured by the children each contributing five cents, 

 and some seed was brought from their homes. Over a score of 

 rose bushes were planted, likewise lilacs, lilies, yuccas, flags, etc. 

 In the seed purchased we endeavored to get free bloomers, and 

 among our selections were nasturtiums, balsams, sweet peas, 

 alyssum, ragged robins, verbenas, and zenias. Beds were made 

 under the windows and planted to wild cucumbers and Japanese 



