244 Thk Ottawa 'Natuka list. 



Before the first lesson each pupil is furnished with, or told where to 

 procure, some specimen for study. If it rs ""winter, and flowers or 

 growing plants are not to be had, each is given a branch of a tree or 

 shrub. The examination of these is made by the pupils themselves 

 during the usual time for preparing lessons, and for the first recitation 

 each tells what he has discovered about his specimen, which is not in 

 sight. If there is time, each member of the class is allowed a chance to 

 mention anything not named by any of the rest. If two members dis- 

 agree on any point, they are requested to bring in, the next day, after 

 further study, all the proofs they can to sustain their different con- 

 clusions. In learning the lesson, books are not used, nor are the pupils 

 told what they can see for themselves. An effort is made to keep them 

 working after something which they have not yet discovered. For a 

 second lesson, the students review the first lesson, report on a branch 

 of a tree of another species which they have studied as before, -and 

 notice any points of difference or of similarity. In like manner new 

 branches are studied and new compaiisons made. Time is not con- 

 sidered wasted in this. No real progress can be made till the pupils 

 begin to learn to see ; and to learn to see they must keep trying to form 

 the habit from the very first ; and to form the habit the study of specimens 

 is made the main feature in the course of training. The use of technical 

 names is not avoided, nor are these " thrust upon a student." They are 

 learned as they are needed, a few at a time, from the teacher or a text-book. 

 rAfterf rom four to len lessons on small branches, the following points, and 

 many others, are brought out. Is there any definite proportion of active and 

 dormant buds in any year ? Where do branches appear ? Is there any 

 certain number of leaves in a year's growth, or any definite proportion 

 between the length of the intemodes ? Is there any order as to what 

 buds grow, and what remain dormant? etc., etc. The pupils are now 

 ready for a book-lesson on buds, branches, and phyllotaxis, and will 

 read it with interest and profit. In like manner any other topic, as 

 roots, seeds, stamens, leaves or petals is first taken up by the study of 

 specimens. Very little stress is placed on investigating a number of 

 chapters in the definite order as given in a text-book. For example, it 

 makes very little difference whether a pupil begins with the study of 



