The questions in the study of the flower in nature*work that should 

 always be in mind are these: 



1. Is the flower self-pollinated or cross-pollinated? 



2. If cross-pollinated, is the agency the wind or insects? 



3. If by insects, what forms of insects visit the particular flower 

 under examination? 



4. What devices are present for preventing self-pollination? 



It will be seen that in this leaflet I have called attention to the 

 matter of pollination alone. Other suggestions could be made as to 

 the use of the flower as an object for nature-study, but a somewhat 

 extended experience has convinced me that, with this point as the 

 center, the interest in the flower is keener and of longer continuance. 

 The study of form and color weary after a time, because of their 

 almost infinite variety. The study of a definite purpose accomplished 

 by means of various adaptations is of abiding 'interest. If you' and 

 .your pupils have the clear-cut conception that the flower has a 

 definite and vital work to perform^ and will honestly attempt to work 

 out the various means by which this end is secured, every flower will 

 be to you material for nature-study, and you will find your work 

 increase in interest from day to day. 



METHODS OF PRESENTATION. 



1. Select fairly large and simple flowers for the study of the four 

 circles which go to make up the complete flower. Abundant material 

 should be secured and the variety of forms should be as great as possi- 

 ble. Any or all of the following forms will be found suitable: 



Any of the buttercups, marsh marigolds, violets, water cress, larkspur, 

 common wild yellow poppy, peas, beans, locust, mpple, peach, cherry, straw- 

 berry, dogtooth violet, or any form near the school and accessible to the 

 children. Work out the different circles repeatedly, using differ- 

 ent plants until they are clearly understood. Make out the different 

 parts of stamen and pistil. 



Do not have the flower torn to pieces, except when looking for the ovules. 



2. Take flowers of maple, oak, hickory, beech or any grass and com- 

 pare with flowers studied under No. 1. Points for comparison will 

 readily suggest themselves to the teacher. 



3. To study prevention of self-pollination by separation of stamens 

 and pistils, use flowers of sassafras, spice bmh, any of the spurges, oak, 

 walnut or willow. Many others will be found, if careful examination is 

 made. 



