A GRADED COURSE OF NATURE-STUDY 477 



(lichen). Temperate flora: Region of the hardwoods, con- 

 ditions required by them, principal kinds of trees. Re- 

 gion of the conifers — their requirements. Chief kinds. Use 

 the map and apply geography of climates. The prairies — 

 where, why ? The grass and grain-land. Relation to rainfall. 

 Alpine vegetation, compare with arctic. The desert plants 

 — cactus * as type. Compare the Great Plains in North 

 America with deserts. Cause of desert type of vegeta- 

 tion. Moisture the chief, temperature the next greatest 

 factor in distribution. These lessons should be well illus- 

 trated with pictures, not merely talks reviewing the geography. 

 (161, 156, 158, 211, 220, geographies, physical geographies, 

 and books of travel. Perhaps use lantern slides.) 



Gardening: Window gardening and greenhouse work. 

 See list, Chapter XVI for indoor culture. (229, 235.) Give 

 lessons * in seed sowing, transplanting, potting, repotting, 

 layering, and cuttings. Start rose cuttings and layer car- 

 nations. (221, 235, 229, 240, 241, 224.) 



Hot-bed (221, 229, 241, 222, etc.): Plant cabbage, cauli- 

 flower, tomato, egg-plant, flowers for early starting. Trans- 

 plant later in garden or give to children to take home. 



Animals. 



Miscellaneous: The oyster: Where found, how ob- 

 tained. Compare with clam. 



Coral: Examine coral* skeleton of different kinds. Note 

 beauty. Observe the pits or little holes each representing a 

 single polyp. Very simple description of the polyp, illus- 

 trated by drawings, pictures, and, if possible, with fresh-water 

 hydra, often in aquaria with water plants. Connect with the 

 geography of coral islands. Do not take up the atoll theory. 



