. Botany; an elementary text for schools. Plants. ECOLOGY 221 book are really different phases of this subject. It con- siders tlie habits, habitats, and modes of life of living things—the places in which they grow, how they migrate or are disseminated, means of collecting food, their times and seasons of flowering, producing young, and the like. Review. —What is a plant society? Wliy do plants grow in so- cieties ? Name societies that are determined chiefly by molstnre. What societies are most aluiiidant where you live? Name those de- termined by latitude and altitude. Name some small or loca
. Botany; an elementary text for schools. Plants. ECOLOGY 221 book are really different phases of this subject. It con- siders tlie habits, habitats, and modes of life of living things—the places in which they grow, how they migrate or are disseminated, means of collecting food, their times and seasons of flowering, producing young, and the like. Review. —What is a plant society? Wliy do plants grow in so- cieties ? Name societies that are determined chiefly by molstnre. What societies are most aluiiidant where you live? Name those de- termined by latitude and altitude. Name some small or local socie- ties. What are colonies ? Where are they most marked ? Why do they tend finally to break up? How are societies made up when colo- nies are not present? How do forests arise on cleared areas? What effect have pasturing and mowing? How do plants associate? What is undergrowth and overgrowth? Explain how societies may differ at different times of the year. What are zonal or belt societies? Discuss autumn colors. What is ecology? Note. — One of the best of all subjects for school instruction in botany is the study of plant societies. It adds deflniteness and zest to excursions. Let one excursion be confined to one or two societies. Visit one day a swamp, another day a forest, another a pasture or meadow, another a roadside, another a weedy field, another a cliff or ravine, etc. Visit shores whenever possible. Each pupil should be assigned a bit of ground—say 10 or 20 ft. square—for special study. He should make a list showing (1) how many kinds of plants it con- tains, (2) the relative abundance of each. The lists secured in differ- ent regions should be compared. It does not matter if the pupil does not know all the plants. He may count the kinds without knowing the names. It is a good plan for tiie pupil to make a dried specimen of each kind for reference. The pupil should endeavor to discover why the plants grow as they do. Challenge every plaid rj.
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