trafton] OUTLINE OF NATURE-STUDY 143 



Of what use are the swallows to us? 



What makes bird houses a better protection to birds than their 



natural nesting sites? 

 How can we get some bird like the wren or bluebird to help us 



destroy the insects in our garden? 

 What materials do birds nests contain that we can put out for the 



birds to use? 

 Where do birds build their nests? 

 What care do the parent birds give their young? 



III. The New Life of Spring. 



Development of frog's eggs. 

 Problem — 



What changes take place during the development of the frog's eggs? 



IV. Gardening. 



Main topic — tender annual flowers; and vegetables whose leaves are 

 eaten. 



1. Schoolroom gardening. 



A. Early in the season plant indoors or in a cold frame a few 



seeds from each of the lists given below under 2, so that 

 the seedlings may later be transplanted into the home or 

 school gardens. 



B. How plants grow (to be answered by experiments.) 



a. Place of growth in root. 



b. Place of growth in stem. 



c. Growth of plants in darkness. 



C. Work of root, stem and leaf of plant. 

 Problems — 



How may we have early flowers and vegetables in our gardens? 



In what part of the root does growth take place, in what part of the 



stem? 

 How does a plant growing in darkness differ from one growing in 



light? 



2. The school garden. 



A. Plant seeds of some of the tender annuals; such as aster, 



balsam, cosmos, four-o'clock, marigold, portulaca, 

 velvet flower. 



B. Plant seeds of some of the vegetables whose leaves are eaten, 



such as cabbage, celery, Swiss chard, cress, endive, 

 lettuce, parsley. 



3. Home gardens. 



A. Distribute Cleveland order envelopes for penny packets of 



seeds. 



B. Encourage children to plant some of the seeds mentioned 



above under 2. Lessons on the culture of tender 

 annuals, flowers and of salad plants. Value of fresh 

 vegetables for food. 



C. Insects of the gardens. 



