METHODS IN TEACHING 



of the plant has taken in the water ? What would happen to 

 a plant if its roots were placed in perfectly dry soil? Call 

 the attention of pupils to the root hairs near the growing 

 tips of the smallest roots. Tell them that these are the 

 parts of the roots that take water from the soil. What else 

 do roots take from the soil ? In what form must plant food 

 be before the roots can take it in? 



In a similar manner develop the use of the stem, leaves, 

 buds, flowers, and fruit of the plant. With young pupils 

 this should be done very simply, but with the aim of giving 

 correct ideas of the uses of plant organs as far as they are 

 able to understand them. With older pupils, the work 

 should be carried farther. Such subjects as osmosis, sap 

 circulation (shown by the use of colored water), transpira- 

 tion by the leaves, the absorption of carbon dioxide from 

 the air, and the giving off of oxygen by the green parts of 

 the plants when exposed to sunlight, and many other phases 

 of plant physiology, are easily shown by experiment, and 

 they add wonderfully to interest and understanding. If a 

 compound microscope is available, the pupils will be much 

 interested in seeing the stomata of leaves, plant cells, and 

 chlorophyl grains. The latter can be shown best in a, little 

 green scum from ponds. 



From the study of the simple plant as suggested above, 

 it is only a step to the study of the tree through its annual 



cycle. Let the class adopt some individual 

 The Life of . . . ., 



a Tree tree as the class tree. Review and iden- 



tify the parts of a plant as found in a tree. 

 Have the class note in a series of properly timed lessons 

 extending through the year, the following phases of the 

 tree's vegetative activity, beginning soon after school opens 



