22 THE SCHOOL GARDEN BOOK 



standard types. Let the class choose those that are most 

 graceful and pleasing as cut flowers. Have them note which 

 types and varieties are most lasting. The aster, chrysanthe- 

 mum, iris, and other leading families of flowers may wisely 

 receive similar consideration. 



This class study, with its training in observation and oral 

 expression, will naturally be accompanied and followed by 

 sketching the flowers and by writing brief descriptions of 

 chosen types or comparisons between types. Thereafter the 

 pupils will appreciate to the full the summary given in the 

 text and be prepared to continue sketches and notes on the 

 dahlia for a September flower booklet. 



When considering the care of dahlia tubers, tell the pupil 

 the origin of the plant, compare it with the potato, and lead 

 them to infer the care probably necessary. Then raise one 

 plant from the soil, with its tubers and roots, and have the 

 pupils observe the narrow necks of many tubers, the buds at 

 the base of the stalk, the abundant sap, and other features 

 necessary to judge the pains needed when digging and storing 

 dahlia tubers. Thereafter the text serves as a summary of 

 views formed independently upon a basis of observation and 

 inference at school, and as a guide to further well-directed 

 observation and work at home. 



The same general procedure should be followed with other 

 topics. The chapter on reproducing plants from cuttings 

 may wisely be preceded by a class exercise wherein the teacher 

 calls attention to the roots starting from the blunt lower end 

 of an old geranium plant, once a slip itself, and leads the 

 children to relate previous home experience with slips and 

 plant propagation. 



Most children have a general knowledge of some common 



