There is much diversity of opinion as to the way in which flowers may be best studied in a limited number of school journeys. In most cases it will perhaps be impracticable to attempt more than teaching the names and calling attention to the habitat of the commonest. This, though a necessary introduction to the subject, tends to degenerate into a mere exercise of the memory, and in itself possesses little educational value. It should be supplemented by a detailed examination of a typical flower—say a buttercup—and by the explanation of the work of each part. Once the pupil has understood that the single duty of a flower is the production of healthy seeds, [Pg 398] and has been led to notice how, by the aid of ingenious devices, the up-to-date plants have learnt to call in the aid of insects, while the more conservative families still rely on the aid of the wind, he will be eager to discover for himself “how the thing works.” With young children it is folly to attempt any but the very broadest principles of classification of flowers; but quite young children can appreciate the advance from flowers without petals, through flowers with separate petals, to those with petals united to form a tube (thus restricting the nectar more and more to “useful” insects); and so understand the advantage which a primrose has over a buttercup, and a buttercup over an oak flower. At least one journey should be given, in the autumn, to the study of the dispersion of fruits and seeds. The pupils should provide themselves with empty match-boxes or chip pill-boxes. In this ramble the class may with advantage be divided into four groups. Group A will collect examples of fruits and seeds which are dispersed by the wind; Group B, of fruits which by means of hooks or otherwise become attached to the hides of grazing animals, and are carried far from the place where they grow; Group C will collect fruits which tempt animals to eat them for the sake of sweet pulp (in these cases the pupils should find out a how the fruit is made conspicuous, b how the seeds themselves are protected from being injured by the animals); while Group D will search for specimens of plants which sow their own seeds. There still remains abundant material for study in this walk, and mention only can be made of the sticklebacks, frog-spawn, snails, caddis-worms, dragon fly larvae, blood-worms—of the “things creeping innumerable, both small and great beasts”—which have been found in the [Pg 399] river, ponds, and wells along our route, and have been used to stock the aquarium; of the rabbits and birds; of the nests of ants and wild bees and wasps; of a certain blackberry bush (31) rich in interesting leaves; and of a thousand and one other things which, under the guidance of a judicious leader, may well be the means of teaching children to see what they look at and to think about what they see. For this is the first and last object of the school journey. [Pg 400]