154 THE NATURE STUDY COURSE. 



Planting a Tree. — Few more educative days will occur in a 

 pupil's school-term than the one on which he or she is well 

 taught how to transplant a tree. 



1. Why be so careful to get as many small rootlets as possible when 

 we are digging up the tree ? 



2. Why cover the roots while carrying the tree from the woods ? 



3. Why dig that hole in the hard clay so wide and deep and then 

 half-fill it again before planting? 



4. Why dig that second hole near the first one and leave it empty ? 



5. Why prune all the bruised roots ? 



6. Why prune off nearly all the branches ? 



7. Why put in more black earth in the hole to set the tree on ? 



8. Why use earth so fine and dry that it can be shaken in among the 

 roots ? 



9. " My father," said one pupil at this stage, "scatters a dipperful of 

 oats over the small roots. How does that help the tree ? " 



10. Why jar the tree and tread the soil when the hole is filled just 

 above the roots ? 



11. Why put chips and stones around the tree? 



12. Doesn't it need a pailful of water around the roots to finish the 

 planting ? 



The pupils may not ask all these and other questions of 

 their own accord but the skilful teacher will try to get them 

 to investigate and discover the answers whether they or he or 

 no one asks the questions. The children should do the work 

 — the pruning and the planting, the digging if they are able 

 and all the rest — they like to do it ; the teacher should see 

 that they also do the thinking. By questioning and suggesting, 

 and perhaps experimenting, he can lead them to answer the 

 above questions. 



(1) The largo roots support the tree and conduct the liquid nourish- 

 ment; the small rootlets absorb it. (2) The fino thread-like roots 



