ON SCIENCE IN SCHOOL CERTIFICATE EXAMINATIONS. 465 



naming them. A suitably decorated portfolio for the leaf-collection might be prepared 

 in a craft course. 



6. Snails and earthworms. Construction of a wormery. 



7. Winter sleep of animals and plants. 



8. Christmas tree and other evergreens. 



Spring Term. 



1. Trees in winter : recognition by (i) branching, (ii) bark, (iii) buds. Examination 

 of buds. Brussels-sprouts and cabbages reveal the general structure of leaf buds on 

 a large scale. 



2. Seed-sowing. Study of familiar seeds. Seeds planted for purposes of observa- 

 tion, in lamp-chimneys, gas-jars or test-tubes, lining these with blotting paper, 

 placing the seeds between blotting paper and glass and keeping the apparatus moist. 

 Records of growth. Simple experimental study of the conditions necessary for 

 germination. 



3. Winter-residents among the birds. Learning to identify familiar birds. Making 

 observations and records of their habits, call-notes and song. Such bird studies could 

 be continued by individual pupils on the migrants of the locality. 



4. (a) Awakening pond-life. Frogs and newts. Frog-spawn should be looked 

 for in February and brought into the laboratory for observation and records of 

 development. 



(6) Awakening life in wood and field : Squirrels, dormice, hedgehogs, wood-mice. 



5. Study of spring flowers : Records of growth of bulbs planted in the autumn 

 and a comparative study of their flowers. Other spring flowers, such as violets and 

 primroses. 



Summer Term. 



1. Plant life. Typical spring and summer flowers ; need for classification ; 

 natural orders ; how to use a ' Flora.' Making a herbarium of wild flowering plants 

 would form suitable summer hoUday work. 



2. Study of the growth and metamorphosis of tadpoles continued. Visits to the 

 pond lead to the discovery of other curious pond creatures, e.g. dragon-fly, caddis, 

 water-beetle, water-boatman, water-spider, stickleback. These should be accurately 

 described and their habits studied and recorded by individual pupils or groups. 



3. Construction and maintenance of an aquarium. Water plants. 



4. Study of soil. General character of clay, sand, chalk, peat, &c. ; character of 

 local soil and sub-soil. Simple experiments to ascertain the proportion of the 

 various constituents of a sample of soil. Water-content. Effect of ' liming ' clay 

 soil. Leaf mould and humus : origin and distribution. Why the farmer thinks soil 

 itself ' alive.' Soil bacteria and protozoa needing air, water and food. 



Second Year. 



A large and varied number of forms and phases of animal and plant life having 

 been studied in the previous year, the pupils are now able to discuss and appreciate 

 the only factor common to all, viz., ' aliveness.' Investigating this quality certain 

 fundamental attributes are found, all of which are characteristic of animals and plants. 

 These are growth, reproduction, locomotion (rare in plants), nutrition, respiration, 

 excretion and response to stimulus. Contrary to the usual practice in studying biology 

 by examination of the structure of dead and preserved specimens, it is intended in 

 this scheme that the study of the function of the living animals be emphasised. It is, 

 however, recognised that neither function nor habit can be rightly understood without 

 reference to structure. 



Although much is to be said in favour of beginning the study of animal and plant 

 biology with the higher and more famihar organisms, the relations between the simplest 

 organisms and the environment are so direct and fundamental, that they are more 

 likely to come within the grasp of young students. The element of surprise and 

 wonder which accompanies the introduction to the study of micro-organisms certainly 

 stimulates interest. The microscope work which it entails is a training in laboratory 

 technique which is in any case sooner or later necessary. In order to reduce the 

 number of pupils, on account of the space, apparatus, specimens and supervision 

 required, the classes are intended to work in parallel divisions, as they would in physical 

 science lessons. 



1928 H H 



