OBSERVATION AND CARE OF WINTER-BLOOMING PLANTS
Children are most interested in things which they own and care for themselves. If a child plants a bulb or a slip and succeeds in bringing it to maturity, it will be to him the most interesting and, at the same time, will bring him more into sympathy with plants wherever he may find them. The teacher should impress upon the pupil the desirability of having beautiful flowers in the home in winter, when there are none to be had out-of-doors.
Every pupil should be encouraged to have one plant at least, and the bulbs planted in October and stored away in the dark in the home cellar will require a good deal of care and afford an excellent opportunity for observing plant growth and the development of flowers. If the pots have been stored in a cool cellar and have been kept slightly moist, the bulbs will have made sufficient root growth in a month and should be brought up into a warmer room where they can get some sunshine every day. The pupils will make a report each week as to what changes are noticeable in the growing plant. They will note the appearance of pale green shoots, which later develop into leaves and at least one flower stalk. They should make a drawing once every week and show it to the teacher, and the teacher should make it a point to see a number of the pupils' plants by calling at their homes. In this way the pupils come to know what plants need for their development in the way of soil, water, light, and heat. This interest will soon be extended, until, in a very few years, the children will add new and beautiful plants to the home collection and assume the responsibility of caring for all of them.
TREES
PINES OF THE LOCALITY
This study may be commenced in November after the deciduous trees have lost their leaves and have entered their quiescent winter period. This is the time when the evergreens stand out so prominently on the landscape in such sharp contrast with the others that have been stripped of their broad leaves and now look bare and lifeless. If no pines are to be found in the vicinity, balsam or spruce may be substituted. The lessons should, as far as possible, be observational. The pupils should be encouraged to make some observations for themselves out of school. At least one lesson should be conducted out-of-doors, a suitable pine tree having been selected beforehand for the purpose. The following method might serve as a guide in the study of any species of tree.
THE WHITE PINE
FIELD EXERCISES
Have the pupils observe the shape and height of the tree from a distance, tracing the outline with the finger. Compare the shape of this tree with that of other evergreens and also with that of the broad-leafed trees. Have them describe in what particulars the shapes differ in different trees. They will come to realize that the difference in shape results from difference in length, direction, and arrangement of branches. They may notice that other evergreen trees resemble the pine in that the stems are all straight and extend as a gradually tapering shaft from the bottom to the top, that all have a more or less conical shape, and that the branches grow more or less straight out from the main stem, not slanting off as in the case of the maples and elms.
Coming close to the tree, the pupils may first examine the trunk. By using a string or tape-line, find its diameter and how big it is around. Tell them how big some evergreens are (the giant trees of the Pacific Coast are sometimes over forty feet around). Have them notice where the trunk is largest, and let them find out why a tree needs to be so strong at the ground. Heavy wind puts a great strain on it just at this point. Illustrate by taking a long slat or lath, drive it into the ground firmly, and then, catching it by the top, push it over. It will break off just at the ground. If a little pine tree could be taken up, the pupils would be interested in seeing what long, strong, fibrous roots the pine has.