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 endeavoring to determine whether the parts 

 exactly agree. See that the observation is close and accurate. 

 Allow no guesswork. Instruct the pupil to measure the parts 

 when size is involved : 



(1) Height of the plant. 



(2) Does it branch? How many secondary stems or "suck- 

 ers" from one root? 



(3) Shade or color. 



(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 ; color 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 ? 



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



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



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

 sonal work by the pupil. Every pupil should handle and stitay 

 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. 



Laboratory. — Every school, however small, should have a 

 laboratory or work-room. This work-room may be nothing more 

 than a table at one side of the room where the light is good. 

 Here the specimens may be ranged and studied. Often an 

 aquarium and terrarium may be added. A cabinet or set of 

 shelves should be provided for a museum and collection. 



The laboratory may be in part out of doors, as a school garden ; 

 or the garden may be at the pupil's home, and yet be under the 

 general direction of the teacher. 



