APPENDIX 



FIRST GRADE. 



AUTUMN. Castor-bean, morning-glory and pine seedlings. Develop 

 the fact that the seed is a little plant, also, in a general way, the use 

 of root, stem and leaves. 



WINTER. Study, out of doors if possible, pine tree, mature 

 castor-oil plant and growing morning-glory, noting most prominent 

 features only. In school room, note pollen and teach its use ; study 

 pine cones and castor- oil fruits, that is, seed protection and seed 

 distribution. 



SPRING. Note morning-glory flower and fruits and develop the 

 use of the flower with its color and honey. 



The aim of the work of the first three years should be to teach 

 leading facts about entire, living plants. The ideal plan is to have the 

 plants growing in school gardens, but the seedlings can be grown in 

 window gardens, tended by the children. If there is no pine tree 

 or castor-oil plant in the vicinity of the school building, some other 

 tree with abundance of pollen may be substituted, or the study of the 

 willow see work of next grade may be taken up instead. In work 

 with the flower here, teach only that the flower helps in seed-making 

 by inducing insects (or birds) to carry pollen. Have the children 

 find honey and pollen in other flowers growing out of doors near the 

 school building, and let them watch for the flowers' guests. In the 

 first three grades do not dissect flowers ; think of them always as liv- 

 ing wholes. For further suggestions, see index, under pine, castor-oil 

 plant, etc. 



SECOND GRADE. 



AUTUMN. Other dicotyledenous seedlings suggested in Chapter II. 

 Volunteer seedlings from children's home gardens, such as " nastur- 

 tium " (Tropaeolum), sweet pea and geranium (Pelargonium), trans- 

 planted into school garden. Study of growth from perennial under- 

 ground stems, children contributing to the school garden calla root- 

 stocks, Chinese lily bulbs, and, perhaps, underground storehouses of 

 iris, canna, hyacinth and the like. Obtain if possible Mariposa lily 

 bulbs and a California poppy growing from a strong rootstock. 



WINTER. Watch growth from buds, from shoots kept in water 

 in the school room if out of door observation is not feasible. Study 

 willow (see Chapter VIII). Also, if it seems best, some of the other 

 native trees, the sycamore, cottonwood or alder. Teach stigma and 

 its use. Note seed distribution of the trees under consideration. 



SPRING. Using the flowers of " nasturtium, " geranium, sweet pea, 

 calla, Chinese lily, poppy, Mariposa and iris, have the children find 



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