LESSONS WITH PLANTS 337 



be feeling of the discoverer of a rare treasure. This pleas- 

 re in plants increases as our knowledge of, and familiarity 

 dth, them grow; most people know the names and habits 

 f but very few plants. If a systematic study were made 

 f our common, wild, flowering plants in our schools this would 

 ot be the case. Suppose the pupils were required to learn 

 [le names of, say, ten new plants each year, then by the time 

 aey passed through the eight grades of the common school 

 tiey would know at least eighty plants, and this number 

 ould be easily increased. 



In the lower grades it is stimulating to observation to 

 ave a flower calendar in the spring. This should give the 

 ates when the flowers open and where they are found, that 

 i, in what kind of places. Go out with the children and 

 tudy the flowers where they grow, and gather some for 

 idoor study of the structure. The children should learn to 

 ssociate each plant with the habitat or kind of place in which 

 : lives. 



The chief purpose of the study of the common flowers is 

 3 be able to identify them. But many otner general lessons 

 lay be taught with them, as to the function of typical organs 

 nd their modifications, as to the adaptation of the plant to 

 ;s habitat or its mode of life, as to methods of pollination 

 nd the adaptation of plants to insects, also the means of 

 eed dispersal, and the uses or harmfulness of the plant, 

 -et these points be kept in mind in the study of each plant, 

 t is not at all necessary that each point should be discussed 

 'ith every new plant, but any notable characteristic in these 

 aspects should be observed and discussed. In this way the 

 hildren will get much more than simply the name of the 

 lant; they will learn a good deal about plant life in general. 



