APPENDIX 



pollen, stigmas and honey if any. Note honey guides in nasturtium, 

 some Pelargoniums and iris. Develop fact that insects may seek 

 shelter as well as honey. Watch for the guests of the flowers in 

 home or school gardens; they can often be seen in passing along 

 city streets. 



THIRD GRADE. 



AUTUMN. Corn seedlings, with experiments suggested in Chapter 

 II, to show uses of root-hairs, root-tips, and woody strands. 



WINTER AND SPRING. Further study of trees. Select some 

 accessible nut-bearing tree, walnut is best, and a tree with fleshy 

 fruit, peach, orange or apple for instance. Watch development from 

 flower to fruit and study seed distribution. (See " nuts " and " fleshy 

 fruits, " index.) Teach names of trees common in the vicinity of the 

 school, and note their most striking characteristics^ deciduous or 

 evergreen, pollinated by wind or insects, method of seed distribution, 

 etc. Collect and study as many native plants as possible, considering 

 the flowers as wholes, as suggested in first grade work ; also noting 

 seed distribution. Talk of advantages of flowers in clusters and note 

 that sunflower, thistle, tidy-tips, marguerite and the like, are flower 

 clusters. 



FiEU) WORK. It should be possible in this grade for children to 

 take occasional excursions to hillsides or canons, bringing their col- 

 lections to the schoolroom. It would be well to keep on the black- 

 board a growing list of the native plants the children know. In 

 Southern California such a list at the end of the third grade should 

 include a considerable number of the following plants ; willow, wal- 

 nut, sycamore, oak, cottonwood, alder, elder, poison oak, " scrub " 

 oak, wild blackberry, wild grape, wild lilac, wild currant and goose- 

 berry, California holly, some ferns, poppy, shooting star, violet, 

 lupine, cluster lily, Mariposa lily, buttercup, cream- cup, mustard, 

 painted cup, monkey-flower, blue-eyes, ground-pink, nightshade, 

 four- o'clock, tidy-tips, sunflower and thistle. Encourage children to 

 make collections of seeds (or fruits) with floaters, hooks, etc. 



FOURTH GRADE. 



AUTUMN. Central idea, plants as food-makers. Collect and study 

 Algae, then take up Chapter I, Reader. Drill on new terms chloro- 

 phyll, oxygen, carbonic acid gas, protoplasm, cell. It is believed that 

 the subject of nutrition is more easily taught from lower plants and 

 that the novelty of the material will give zest to the subject. Read 

 also Chapter II, preceding it by a study of any of the seedlings not 



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