186 NATUEE STUDY. 



the first and second grade (see Course of Study, Chapter 

 XV) with the study of such a plant as the mallow, or 

 with the growth from seed to maturity of the bean or 

 pea, and have impressed the mutual dependence of all 

 parts, roots, stems, leaves, flowers, fruit ; the depen- 

 dence of the plant on soil, water, sun, and man ; the 

 dependence of man and animals on the plant ; the 

 dependence of all on the Creator. The form and struc- 

 .ture of parts should be studied as adaptations to work. 

 The comparisons should be at first a comparison of the 

 ways in which the organs do their work, preparing 

 for a comparison, later, of the ways in which they are 

 fitted for their work ; that is, for a comparison of form 

 and structure, resulting in classification. 



The children, young or old, should never begin their 

 study of leaves by merely comparing their forms and 

 veining and arrangement on the stem. In their study 

 of the development of seeds and buds, the children 

 should first have impressed the idea of the leaf as some- 

 thing related to the. whole plant, formed by and de- 

 veloping from the plant. (from seed or bud), dependent 

 on the plant, working for the plant. Gradually other 

 functional relations can be brought out. As the child 

 begins to understand these functional relations he can 

 begin to appreciate the arrangements the leaves have 

 for doing their work. The veins will then be, not 

 merely veins, but a framework to hold out to sun and 

 rain, or channels and tubes to carry water. Their 

 arrangement may then have a meaning. Later, in the 

 third or fourth year, more attention can be given to the 



