) wild-flower 



ticularly if he works along histolog 

 : may be wholly ignorant of nature 

 hat limited one bounded by the hor 

 : day asked 



of that 



enthusi; 



w to me, looked like. 

 This man had made something of a specialty of the points 

 brought out in the development of this particular flower and 

 had prepared many slides from it. He replied that he did not 

 know what the flower looked like, and did not care, that that was 

 not the point ; that he did not know any flowers by their names 

 in the field, he had no time to learn them, and he did not know 

 what good it would do him if he did know. 

 A student had just finished her re 



vith , 



tnd hac 



She 



driving with a friend who inquired about some pines they were 

 passing. "Oh, I don't know anything about our native pines, 

 not even their names," was the reply. 



Even in the high school the courses in botany and zo61ogy 

 have been until quite recently too technical and limited to cer- 

 tain lines to fit the requirements of college entrance. Fitting for 

 college and fitting for life have been two quite different things. 



And nature-study should be taught in the grades. Where 

 shall the teacher learn ? Can she get it from books ? A few 

 summers ago I was riding on the front seat of a trolley car 



me. She was wholly absorbed in the pages of a book and 

 utterly oblivious to the surrounding beauty and glory. I con- 

 cluded that she was doubtless so familiar with the place that its 

 charms were no longer felt, and I pitied her. We passed a large 

 and stately building on a hillside. " Pardon me," I said, "will 

 you kindly tell me what that building is ? " "I'm sure I don't 

 know," was the reply. " I was never here before," and she re- 

 lapsed into the book again. Then I was seized with curiosity to 

 know what she could be reading. The car gave a favorable 



