In those days, I am speaking of the "fifties," Darwin had not enlightened us as to the wonderful adaptations of flowers for fertilization by insects. This adds enormously to the interest of the study--as the present writer soon found with village children of the parishes in which he has lived, and taught them botany--but even without that attraction the Hitcham children were intensely enthusiastic. The Professor also taught them how to dry plants. The village Herbarium, containing all the plants growing wild in Hitcham, was entirely made by them. It may be asked by cynics, "What can be the _use_ of teaching science to such children?" It is not the mere fact that a child knows the structure of a rose, but it is the training in _accuracy of observation, mind and habit_, which the minute and close observation demands, i.e. if it be properly taught, and to secure that, is all important in children, who are naturally inattentive and inaccurate in consequence. In teaching them botany as described above, the child is trained to avoid this bad habit in an interesting way, because inattention is solely due to want of interest. The Ipswich Museum was a great source of pleasure to him. As President he carried out his plan of making it a "typical" museum, never letting it degenerate into a mere show, as so many country museums are, or at least used to be. The Ipswich Museum has been a model for all others in that typical series of fossils, etc., are exhibited in the visible cases, all others being relegated to drawers, for students to examine. In allusion to the uses of Museums in his inaugural address referred to above, he remarked:--"Our collections should be viewed as the means of assisting us in the acquisition of real knowledge, and not merely to be gazed at as raree shows, or as only valuable in proportion to the number or scarcity of the objects they contain." Of course, periodical lectures were delivered by the Professor at Ipswich, and he was a most lucid and admirable exponent.