10 



Suspend a prism in a window where the sun may strike it, forming a spectrum. 



Compare color of flowers, leaves, fruits, pebbles with spectrum, noting pre- 

 vailing color. 



Much attention should be given to sense-training. Children should be led to 

 detect form and texture by touch alone, perfume by smell, sound by hearing, 

 flavors by tasting, weight by the muscular sense, different fruits, leaves, flowers, 

 minerals, birds, insects by sight. 



OCTOBER, 



PLANTS. 



Buds for next year's growth; color of bark, growth of wood; hard- 

 ness of bark and wood. 



Leaves. Effect of frost, color of falling leaves, leaf-scars. Seeds. 

 Distribution by wind, bursting pods. Protective coloration of 

 seeds. 



ANIMALS. 



Disappearance of birds, insects and animals. Relate covering to 

 disappearance. Compare movements of cat and dog with birds, in- 

 sects and other animals. 



ELEMENTARY G-EOGRAPHY. 



Compare frost, dew, winds, clouds, fogs, rain and temperature with 

 September. 



Change in rising and setting sun; position of sun at noon. Change 

 of length of day and night. 



MINERALS. 



Classify as to physical properties sandstone and limestone. Com- 

 pare sand and clay. Relate to disappearance of frogs, turtles, snakes, 

 etc. 



NOTE. Children should be led to see that destiny of trees does not depend 

 alone upon the production of its seeds, but that much of its energy is devoted to 

 growth. Compare number of buds formed by different trees and relate to itr, 

 development. Relate falling leaves to disappearance of sap into roots, structure 

 of leaves to distribution, etc. 



Fruits whose germs are destroyed when eaten, are usually of a dull color when 

 ready for distribution nuts; those whose germs are not so destroyed, assume 

 a brilliant color; luscious taste and fragrant odor cherries, peaches, grapes. 



Relate frost to disappearance of birds and insects, winds to distribution of 

 seeds, change of position of sun to change in temperature and its effects upon life. 

 In primary grades pupils should be forming geographical concepts and they can 

 do so most effectually by coming in contact with things. 



NOVEMBER. 



PLANTS. 



Preparation of twigs for winter thickened bark, scales on 

 buds, etc. 



