Bush fruits, such as currants and gooseberries, are frequently propagated by stem cuttings, as in the case of roses. Another method, which is known as layering, consists in bending one or more of the lowest branches down against the ground, fastening it there by means of a forked stick, and then covering it with two or three inches of earth. The part in contact with the moist earth will send out roots, while one or more shoots will come up. When roots and shoots have developed, the branch is severed from the parent bush and the new plant set in its permanent place. Strawberries exhibit a sort of natural layering. PLANTING AND CARE OF HERBACEOUS PERENNIALS Perennials grown from seed the previous summer should now be set in clumps two or three feet apart in the perennial border or here and there beside the fences or walks. The soil should be made fine and fertilized with well-rotted manure from the compost heap before setting out the young perennials. Dahlias and gladioli which were taken in in the autumn should now be set out. The dahlias should be divided and only the best roots used. Other perennials that have grown into large clumps should be dug up, divided, and re-set in well-fertilized soil. GARDEN STUDIES Pupils in this Form have now had enough experience in the growing of vegetables and flowers to allow them to make intelligent variety tests. They should grow some of the less familiar varieties and report on the merits of each variety tested. This, however, should not be carried on to the exclusion of the well-known standard varieties. Let the pupils consult the best seed catalogues available and choose for themselves some varieties not already known to them. They should keep a systematic record of all varieties grown and the methods used in cultivating, fertilizing, etc. The knowledge thus gained will be of value in after years, and the homes will also benefit by it. BIENNIALS The pupils should observe the second year's growth of biennials. A special plot in the school garden should be set apart for this purpose. Have them plant in it a turnip, a carrot, a beet, a cabbage, or any other garden biennial saved over winter for the purpose. If desired, the pupils might grow their own seed of these varieties. Notice (1) what part of the plant has become enlarged with stored up food and how big it is when planted, (2) how this part changes in size and texture as the flowers and seeds develop, (3) in what way this extra food seems to have been used. WILD FLOWERS STUDY OF THE TRILLIUM The pupils bring the plants for the lesson. There should be a few purple trilliums among the white, and some of the plants should have the underground parts intact. Discuss with the collectors their observations on where the trilliums grow, the kind of soil, the depth of the root-stocks below the surface, the uses of the root-stocks, insect visitors. CLASS-ROOM LESSON