rieties of wheat as Red Fife, White
Fife, Preston, Turkey Red, Dawson's Golden Chaff, White Russian, etc.,
may be obtained from the Central Experimental Farm at Ottawa, if not
available in the district.

9. Effect of different fertilizers (1) on the same crop, (2) on
different crops: This can be done either out-of-doors in small plots or
indoors, using pots or boxes.

(1) Effect on the same crop: For example, oats on plots four feet
square. The following standard fertilizers may be used: stable manure,
nitrate of soda, muriate of potash, and bone meal.

On plot No. 1, a dressing of stable manure,

On plot No. 2, four oz. nitrate of soda,

On plot No. 3, four oz. muriate of potash,

On plot No. 4, eight oz. bone meal,

On plot No. 5, two oz. nitrate of soda, two oz. muriate of potash, and
four oz. bone meal.

On plot No. 6, use no fertilizer. Record results.

(2) Effect on different crops: Try a series of experiments similar to
the above, using (a) peas instead of oats, (b) using corn, (c)
using cabbage, (d) using potatoes.

FUNCTION OF PARTS OF PLANTS

This may be introduced in Form III and continued in the next Form.
Already the attention of the pupils has been directed to the essential
organs of the flower, namely, stamens and pistil. They have noticed the
two kinds of flowers on pumpkins, corn, and many trees. They have seen
that only the pistillate flowers produce fruit and seeds, and that when
the staminate flowers have shed their pollen, they die. They have seen
the yellow dust that the stamens contain and have seen bees laden with
it as they emerge from the heart of the flower. Have them watch the bee
as it enters the flower and notice how it invariably rubs some part of
its pollen-covered body against the pistil. When on the moist, sticky
top of the pistil, these little pollen-grains soon begin to grow,
sending a delicate tube down to the bottom of the pistil to the ovary.
Inside the ovary are little bodies called the ovules that are moistened
by a fluid that comes from this delicate pollen tube, and at once they
begin to enlarge and eventually become the seeds. The coverings
surrounding them complete the true fruit.

The use of the root in supporting the plant in its normal position is
apparent to every pupil. To demonstrate the firm hold it has upon the
soil, have the pupils try to pull up some large plants by the roots.
They will then notice the branching roots of some plants and the long
coni