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In Autiimn each class plants bulbs in boxes, glass and vases, etc. and keeps similar
records of their growth.
Every month is devoted to the study of one Nature Study subject and the programme
is planned with the object of taking each year important types, one animal, one
tree, one plant, one phenomena, etc. The programme now being carried out is attached,
(the Botanical subjecte being marked in italics). Such subjects which cannot be completely
studied from the living object in the month chosen, are watched thro’out the
seasons. For instance the chestnut was tlie «Subject of the month» in April, and was
studied then as regards form, branching, twigs, buds, opening buds, leaves; but the
study of the flowers took place in June, and the fruit in September. The crocus planted in
autumn and watched during growth was studied in detail as the montlEs subject at the
time of flowering.
3) Conditions of plant iife in general.
These various detailed studies and obse a programme is added) is therefore carried
to an understanding of the general laws and conditions of plant life. A very simple exp e riment
course of plant physiology (of which a programme is added) is therefore carried
out by the upper classes.
4) Supplementary work in the school gardens and excursions.
The work in the school plots is partly devoted to the cultivation of common v e g e tables
and flowers, but especially to the completion of the class work, and to experiments,
Here the children carry out for themselves such experiments as: —
1) Fertilization of flowers.
2) Different methods of propagation of plants apart from seeds.
3) Experiments on crop cultivation, potatoes, wheat, etc.
4) The quinquennial rotation of crops in general use on the farms of the district.
School excursions are made an opportunity for the observation of plant habitat and
ecology.
A ce rapport était joint un petit sommaire d’un cours experimental de Botanique
divisé en quelques chapitres: 1) Les graines et leur germination; 2) Le développement
des plantes; 3) La circulation de l’eau au travers de la plante; 4) La plante et l’atmo sphère,
etc...
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