NATURE-STUDY REVIEW 



[7:1— Jan., 1911 



to learn how to prepare the fibers, how to spin and how to 

 weave. Good work done in this direction should entitle the 

 pupil to credit in his geography work as well as in nature-study. 



The processes through which the food plants must go be- 

 fore they are ready for the table are subjects about which the 

 pupils should try to find information. 



The growing plants in each of the beds should be neatly 

 labelled so that the pupils from other rooms may learn their 

 names. 



Along one side of the garden will be a strip of ground 

 that will be regarded as the property of all the rooms. In this 

 will be found plants that live from year to year. Each plant 

 will have a distinct label. Pupils should be encouraged to learn 

 to recognize all these plants and name them. Any of them may 

 be made the subject of more intensive study when the teacher 

 thinks- her pupils are able to do this kind of study profitably. 



The garden will provide for the study of more than one 

 hundred plants. What the pupils do in the garden, what they 

 learn of plants, may be made the subject of compositions. 



A partial list of the plants is here appended. This list is 

 subject to modification as the exigencies of the case may de- 

 mand. 



L Trees 



1. Ornamental and shade 



a. Maple 



b. Elm 



c. Poplar 



d. Sycamore 



e. Mulberry 



2. Food producing 



a. Apple 



b. Peach 



c. Pear 



d. Plum 



II. Shrubs and bushes 



1. Ornamental 



a. Lilac 



b. Spirea 



c. Weigelia 



d. Althaea 



2. Food producing 



a. Currant 



b. Gooseberry 



c. Blackberry 



d. Raspberry 



III. Woody vines 



1. Ornamental 



a. Virginia creeper 



b. Boston ivy 



c. Trumpet vine 



2. Food producing 

 a. Grape 



IV. Perennial herbs 

 1. Ornamental 



a. Hollyhock 



b. Aster 



c. Chrysanthemum 



d. Iris 



