AGRICULTURAL NATURE STUDY OUTLINES 
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Vines. —Find out what the pupils already know about vines in the 
community. Put list on the board. Study in detail three deciduous 
and three evergreen vines from that list. Classify as to annual or 
perennial. Where plant vines? Of what value in an ornamental 
way? See references given under ornamental and wild flowers above. 
Ornarhental trees. —Discussion on ornamental trees of the district. 
How classify them? Make list on blackboard. Which are native? 
Which are brought in from other states or countries? How to become 
acquainted with a tree. What special things to be noticed? How dis¬ 
tinguish one tree from another. Comparison in trees of general out¬ 
line, methods of branching, color of bark, outline of leaf, arrangement 
of leaves and twigs, value of tree for shade, etc. See Jepson’s Trees 
of California, and Roger’s Getting Acquainted with Trees. 
Fruit trees. —General survey of the fruit trees of district. Number 
and kind of each. Make a special study of the apple tree or the pear 
tree, which ever is the more important fruit in the district. Have a 
successful grower give a short talk to the school on some Friday after¬ 
noon on new problems in growing a particular fruit. Get assistance 
of the county horticulturist or the farm advisor. 
Arbor Day. —When? What the day means. Spirit of Arbor Day. 
How to plant a tree that will live. The best Arbor Day program for 
a school which has no trees, shrubs, vines, or flowers on its grounds. 
Character of the program usually given at such a school. 
Harvest Home Festival. —Best of the garden, orchard, and farm 
with reference to vegetables, seeds, grains, fruits, grasses, flowers, etc., 
on exhibition in the schoolroom. Study artistic arrangement. Culti¬ 
vate an appreciation of good materials mentioned in previous grades. 
