Meaning of the Movement 43 



point clearly before him. One pupil says that 

 the twig is long; another that it is brown; 

 another that it Is crooked; another that it Is 

 from an apple tree; another that it has several 

 unlike branchlets or parts. Now, this last reply 

 may appeal to the teacher as most significant. 

 Stop the questioning and open the second epoch 

 in the instruction — the reason why no two parts 

 are alike. As before, from the great number 

 of responses the significant reason may be de- 

 veloped: it Is because no two parts have lived 

 under exactly the same conditions. One had 

 more room or more sunlight and it grew larger. 

 The third epoch follows naturally: are there 

 any two objects In nature exactly alike? Let 

 the pupils think about it. 



Choose a stone. If similar stones are in the 

 hands of the pupils, you ask first for the observa- 

 tion or the fact. One says that the stone is 

 long; another. It is light; another, it is heavy; 

 another, that the edges are rounded. This 

 latter fact Is very significant. You stop the 

 observation and ask why It Is rounded. Some 

 one replies that It Is because It Is water-worn. 



