192 



NA T U RE-STUD Y RE VIE W 



[12:5— May, 1916 



mediate grades, and still fewer topics compose the work of the 

 upper grades. The work of each grade is used but not repeated 

 ad nauseam in succeeding grades. 



Furthermore, most of the phenomena of nature that are avail- 

 able in any locality are available in other related localities and a 

 course may consist chiefly of universal topics. Special features 

 of a given local situation may be included but used in the same way 

 as the more universal material mentioned in the course outline. 



A course outline based upon the above plan was published by 

 the writer in the Nature-Study Review for December, 1914. 



In organizing a course of study in Nature it must be kept in mind 

 that no education is more fundamental than the training of the 

 senses. The power of observation and proper interpretation of 

 what one observes, the ability to maintain interest in one's en- 

 vironment, always to want to know the truth of nature, and to 



have studied nature until 

 one has a working belief 

 in the truths of nature, and 

 is willing to order his life in 

 accordance with these 

 truths, these are the ends 

 which the course in the 

 study of nature should 

 secure. 



OY'N 



ks 



A Seed with a Self- 

 planting Device 



J. A. Drushel 



Many seeds have devices 

 IrillJ by which dispersal is se- 

 cured. Only a few have 

 the ability to plant themselves (penetrate the soil) by their 

 own power. The seed of erodium (storksbill) illustrates this 

 point. Erodium is differentiated from its close relative gera- 

 nium (cranesbill) by the spiral twists in the lower half of the. style. 

 See figure 1 . The upper half of the style is straight and at about 

 right angles to the lower half. 



When the seed is moistened the spirals untwist. See figure 2. 



