NO TWO PLANTS OR PARTS ARE ALIKE 3 



another plant of the same species or kind. In order to direct and 

 concentrate the observation, it is well to set a certain number of 

 attributes or marks or qualities to be looked for. 1. Suppose 

 any two or more plants of corn are compared in the following 

 points, the pupil endeavouring to determine whether the 

 parts exactly agree. See that the observation is close and 

 accurate. Allow no guesswork. Instruct the pupil to meas- 

 ure the parts wheu size is iuvolved. 



(1) Height of the plant. 



(2) Docs it brnnoh? How many secondary stems or "suckers' 

 from one root ? 



(3) Shade or colour. 



(4) How many leaves. 



(5) Arrangement of leaves on stem. 



(6) Measure length and breadth of six main leaves. 



(7) Number and position of ears; colour of silks. 



(8) Size of tassel, and number and size of its branches. 



(9) Stage of maturity or ripeness of plant. 



(10) Has the plant grown symmetrically, or has it been crowded 

 by other plants or been obliged to struggle for light or room* 



(11) Note all unusual or interesting marks or features. 



(12) Always make note of comparative vigour of the plants. 



Note to Teacher. — The teacher should always insist on per- 

 sonal ivork by the pupil. Every pupil should handle and study 

 the object by himself. Books and pictures are merely guides and 

 helps. So far as possible, study the plant or animal Just where it 

 grows naturally. 



Notebooks. — Insist that the pupils make full notes and preserve 

 these notes in suitable books. Note-taking is a powerful aid in 

 organizing the mental processes, and in insuring accuracy of obser- 

 vation and record. The pupil should draw what he sees, even 

 though he is not expert with the pencil. The drawing should not 

 be made for looks, but to aid the pupil in his orderly study of the 

 object ; it should be a means of self-expression. 



