30 SCHOOL COURSES. 



upon plant to illustrate relation to each other and to the 

 light. Some clear cases of leaf mosaics, e.g. Nettle, Plan- 

 tain, Daisy, Simple illustrations of leaf arrangements on 

 the stem. Leaf forms. 



Eecognition by leaf of familiar plants, e.g. Dandelion, 

 Dock, Sheep Sorrel, Daisy, Primrose, Celandine, Clover, 

 Wood Sorrel, Oak, Beech, Poplar, Lime, Sycamore, etc. 



Eelation of leaves to buds on the stem. Recognition of 

 leaves by their position as well as by form. 



Simple modifications of leaves, e.g. spines and tendrils. 



Storing leaves. Detailed examination of a bulb. Value 

 of reserve stores to a plant. 



Some clear cases of leaf development after flowering, e.g. 

 Coltsfoot and Butterbur. Significance of this. 



Study of autumn leaves. Comparison of leaves of same 

 type of tree but at different stages. Comparison of leaves 

 of different kinds of trees. The commoner colours and 

 their distribution on the leaf. General appreciation. 

 Drawing, painting, and making collections. 



In the foregoing plant studies the principles which should 

 be set forth for recognition by the pupils are: 



The diversity of forms adapted to similar ends (seen 

 in flowers and in leaves) ; the wealth of 

 Nature's forms; 



The biological significance of flowers, and their 

 value in human life; this latter is an illus- 

 tration of secondary values acquiring great 

 importance ; 



The prime labours of the plant food making and 

 seed producing illustrated in the work of 

 leaves and flowers respectively ; 



Competition amongst plants for room and light. 



