TOPICAL OUTLINE BY GRADES AND SEASONS 91 



bloodroot observation is made of the division of the plant 

 body into root, stem, leaves, flowers, and fruit; sketches of 

 these are made and their general functions brought out in 

 so far as can be done, using only the observations of the 

 children as a basis; Easter lily, started in greenhouse in 

 winter, is continued, being observed from time to time 

 throughout its development; the flower of this plant is 

 used to introduce the observation of petals, stamens, 

 pollen, and pistil without any attempt as yet at explana- 

 tion of their functions. 



Trees: Indoor work on twigs of willow and peach early 

 in the season; observe the spring aspect of the nut trees 

 studied in the fall; watch for the growth of seedlings; 

 become acquainted with box-elder, sassafras, redbud, and 

 mulberry, relating the last to work with silkworm indicated 

 below. 



Birds: Flicker, redhead, sapsucker, and any other 

 woodpeckers seen; special study of the flicker, comparing 

 other woodpeckers with this one; note where it is found, its 

 habits of moving about, feeding, and nesting; its value to 

 man; keep bird calendar; learn to recognize bird notes of 

 the birds known by sight. 



A few minutes are taken every day or two in this and 

 succeeding grades to discuss what new bird activities have 

 been lately noted by pupils or teacher. 



Insects: As in the fall, they are here considered inform- 

 ally as they are encountered in connection with plant study; 

 observation of the ant colonies on the campus; cocoons and 

 chrysalids put away in the fall are watched for the emerg- 

 ence of moths and butterflies; study of the silkworm; de- 

 velopment from the eggs, occasional visits to the large pond 



