PLANT STUDY 



est, but it is not nature study. The work should be recrea- 

 tive in its nature. It should be a break in the monotony 

 and drill of the more intensive application of the essential 

 subjects. 



Nature study should have its own time on the school 

 program; it should be taught for its own value. At the 

 same time it furnishes valuable material for oral language ; 

 it may be used to some extent in written work, although 

 pupils should not feel that they are to be held to writing 

 up everything studied in nature work; nature study and 

 drawing are mutually helpful; the value of nature study 

 to geography is self-evident. 



Every phase of the work discussed in the ensuing chap- 

 ter has been tested and its usefulness demonstrated by 

 teachers of experience and good judgment in the schools 

 of our city. For a country so wide in extent and so varied 

 in climate and other conditions as ours, it is impossible to 

 indicate in all cases at just what time of the year a particu- 

 lar kind of material will be available for the different re- 

 gions included. 



PLANT STUDY 



A subject well suited to the time at which schools usually 

 open in autumn is seeds and seed distribution. It should 

 be introduced by a study of such seeds as 



the bean ' S( l uash > acorn > or anv lar e seed 

 in which the embryo plant is easily seen. 



Each pupil should have specimens of the different seeds to 

 be examined. Avoiding technical names, draw from pupils 

 such facts as they already know concerning the seed and its 

 work in the continued life of the plant. Add to this knowl- 

 edge anything within the pupil's comprehension which may 



