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JANUARY. 
Trees ; twigs, branches, bark. Ever- 
greens. 
Snow. Ice. 
FEBRUARY. 
Bulbs, corns, tubers. 
Catkins. 
The lengthening day. 
Flooded rivers. 
MARCH. 
Development of birds. 
Seeds and seedlings. 
Wind. Equinox. Spring tide. 
moon, 
View from hill-top. Making maps. 
APRIL. 
Opening buds. 
Rain. Clouds. 
Flowers. Migrant birds. Birds’ nests. 
May. 
Frost. 
Full 
Experiments on plants. Rate of 
growth. 
Development of hen’s eggs in incuba- 
tor. 
Tnsect life. Bees. 
Dew. 
REPORT—1904. 
JUNE. 
Experiments on plants. 
Butterflies. 
Pollination of flowers. 
Longest day. Solstice. 
Hay-making. 
JULY. 
Plants. 
Caterpillars. 
AUGUST. 
Heather. 
Chrysalis. 
SEPTEMBER. 
Harvest. 
Seeds and seed-distribution. 
Equinox. Shortening days. 
OCTOBER. 
Fruits. Germination of seeds. 
Falling leaves. Rain. Rivers. 
Planets and constellations. 
NOVEMBER. 
Fog. 
Stones. 
DECEMBER. 
Snow. Ice. Frost. 
Solstice. Shortest day. 
Assimilation. 
The Living Plant. 
The study of the living plant from the experimental side may be 
regarded as suitable for elementary schools. It satisfies the following 
important requirements :— 
(i) It can be made experimental, and most of the experiments are 
such as can be repeated by the pupils. 
The experiments are often of a 
continuous character and afford some training in measurement and 
recording. 
experiments. 
Tt is wise to emphasise the quantitative side of many of the 
(ii) The subject forms a connected series of lessons, the later work 
developing originally out of the earlier. 
(iii) The experimental teaching in school is easily linked to the out- 
door life of field and hedgerow with which country children are familiar. 
Again, it is readily illustrated by practical examples drawn from the work 
on the garden and on the farm, so that the children learn that school 
work may have a bearing on their after life. 
While plant life forms a very generally suitable indoor subject for 
elementary schools, there should be a good deal of flexibility about the 
nature of the accompanying outdoor work. With some teachers garden- 
ing, with others field botany or geology, forms the accompaniment. The 
teacher should be encouraged to develop a speciality according to his own 
tastes and the advantages or restrictions of his locality. Thus for a 
school among osier-beds the natural history of the willow is an admirable 
subject. 
Out of Doors. 
Tt is now within the power of all elementary teachers to take the 
school out of doors for a lesson and to count it in the time-table, 
Inspectors are sympathetic, and it is frequently done. 
