APPENDIX 



wild fuchsia and blue- curls. Have children notice the relative 

 positions of stigmas and anthers and their time of maturity ; 

 also any special devices for excluding, undesirable guests, or 

 protecting pollen or honey, or for securing self pollination. 

 Read all of Chapter VII and parts of Chapters IX, X, XI and XV. 



FIELD WORK. Watch insects on the above flowers. Have 

 children note the most common weeds, continuing observations 

 during summer. 



SEVENTH GRADE. 



AUTUMN. Compare notes on weeds and read Chapter XVI. 



WINTER AND SPRING. Pollination of as many of the following as 

 seems feasible : Phacelia tanacttifolia, alfalfa, filaree, geranium, 

 sages, sunflower, thistle and milkweed, finishing Chapters IX, X, XI, 

 XII and XV. In connection with this work note family character- 

 istics so that at the end of this grade children will be able to recognize 

 members of most of the following families : lily, poppy, mustard, 

 pea, evening-primrose, Gilia, blue-eyes, forget-me-not, Scropularia- 

 ceae, Labiatae and Compositae. 



FIELD WORK. Out of door study of the above. Collecting plants 

 for a herbarium is an excellent stimulus for field work, and this may 

 sometimes be practicable in grammar grades. The amount of time 

 available for this line of work must be considered. At least urge 

 contributions of specimens from children who spend the summer at 

 the seaside or in the mountains. 



EIGHTH GRADE. 



Review of Reader with some classification in mind. Give more 

 attention to reproduction. Possibly a herbarium of typical plants 

 might be required. 



AUTUMN. Chapters I and IV, considering as many species of 

 Algae and Fungi as seems feasible. 



WINTER. Ferns and Coniferse, Chapter VI and first part of Chap- 

 ter XIII. 



SPRING. Endogens and Exogens, Chapters XIII and XIV. 



The work outlined in each grade assumes that the work of the 

 previous grades has been completed. Of course the classification 

 suggested for the seventh and eighth grades should not be under- 

 taken unless there is already an acquaintance with a large number of 

 plants. Often these last two years can be best used for picking up 

 loose ends. The author considers the work outlined in the first three 

 and the fifth grades of most importance. 



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