SCHOOL COURSES. 37 



Much of the work noted here will consist of records for 

 the Nature calendars (see p. 7). The pupils should be 

 led to realise the seasonal importance of these observa- 

 tions and the necessity for their being accurate. But the 

 teacher will utilise the opportunities afforded by the obser- 

 vations made out of doors by the pupils and by the 

 materials collected to formulate definite school studies. 



Now is the time to make spring phenological observa- 

 tions. A watch should be kept for the first flowering of 

 particular plants, the arrival and song of birds, etc. See 

 p. 110. 



Fact emphasised: Spring is a season of awakening life. 



SOME INDOOR STUDIES : 



1. Flowering plant identification and examination. For 



detailed study during the three months of spring, a 

 selection should be made. 



The entire plant should be examined in each case. Note : 

 Adaptations to spring flowering (as already sug- 

 gested) ; 



Adaptation to situation (Wood Anemone, Lesser 

 Celandine, Golden Saxifrage, Scurvygrass, Whit- 

 lowgrass, etc.) ; 



The more obvious characters distinctive of the 

 Natural Order in each case. 



2. Trees and Shrubs. Eecognition and examination of twigs. 



Draw stages of opening of buds. Pupils must not be 

 allowed to wantonly tear branches from trees. The 

 teacher should bring in twigs, which should be placed 

 in water; pupils should make daily observations. 

 Note the effects of sunshine and heat. 



Study a section of a twig, e.g. Horse -chestnut, interpret- 

 ing the parts as regards use. 



Look for seedlings of trees ; bring in early, e.g. those of 

 Sycamore, and note all stages of development for 

 some weeks. Draw stages. 



