WILD FLOWERS
The admiration that even little children have for the wild flowers of the woods and their delight in finding and gathering them is sufficient justification for including them in studies for Form I. The teacher must be careful, however, lest he go too far in the critical examination of the parts of the flowers, forgetting that little children are not interested in stamens and petals, but in the fresh, fragrant, and delicate blossoms that beautify the little banks and hollows of every woodland and that brighten up the fields and roadsides in spring time. The teacher should aim to deepen that childish admiration and give to the child a more intelligent appreciation of the beauties of the wild flowers and a desire to protect them from extermination.
No attempt should be made to prohibit the picking of wild flowers, but the pupils should be instructed not to pull up plants by the roots. The picking of flowers in moderation does not injure the plants, but rather tends to increase their vigour. Pupils should pick flowers with some purpose in view, rather than to see how big a bunch each can gather. The teacher should show them how to arrange a few flowers in a neat bouquet and emphasize the fact that a great mass of blossoms crushed closely together is far from being artistic or ornamental. Pupils should then be encouraged to make up pretty bouquets for the teacher's desk, for the home dining-room, and for old or invalid people who love flowers—especially those plucked by the hands of thoughtful children.
RECOGNITION OF WILD FLOWERS
The pupils should learn to recognize each year a few species of wild flowers by name as well as by sight. This may be accomplished in two ways, (1) by means of excursions to the woods a few times each year during the spring and summer months, and (2) by having occasional observation lessons in the school-room based upon the flowers gathered for the school-room bouquets. Both methods are to be recommended, but it must be borne in mind that a wilted, lacerated flower has no interest for a little child.
LESSON IN OUTLINE
BLOODROOT
Plants are always most interesting when studied in their natural environment, and this is one reason why the school excursion deserves the highest commendation as a method of studying wild flowers. When studying wild flowers out-of-doors, the pupils should notice what seems to be the favourite or usual location for the particular species under consideration.
Have the pupils observe the following about the bloodroot:
It seems to prefer fairly dry, rich soil, on or near a hillside. It opens its beautiful white blossoms early in the spring, as if to enjoy the bright sunshine before the trees put out their thick coat of leaves to shade it. It, like many another early spring flower, comes into bloom so early in the spring because it got ready the summer before. The teacher should carefully dig up a specimen—root and all—as young pupils cannot be depended on to get up all of the underground part. Note the large amount of plant food stored up in the underground stem, how the flower was protected before it opened out, and what becomes of the protection. Note the peculiar beauty of the snow-white blossoms with their yellow centres, and how beautiful they look as they nestle amongst the handsome green leaves with their pinkish-tinted stems. Wound the root, and notice the reddish, bloodlike juice whence the plant derives its name. Indians sometimes use this juice for war-paint, and some mothers give it to their children on sugar as a cure for coughs and colds.
Other wild flowers suitable for Form I are buttercup, spring beauty, dog's-tooth violet, hepatica, and trillium.
If there is a corner of the school ground that is partly shaded, and if the soil is fairly mellow and moist, some of these wild flowers should be transplanted there where they will grow well and can be seen every day during the blooming period.
The leaves and flowers of the bloodroot and the above-mentioned wild flowers can be used for drawing.
CORRELATIONS
Oral and written descriptions of the flowers studied afford suitable exercises in language and composition.