METHOD OF STUDYING MATERIAL. 203 



leaves and its flower close before dark ? Study with 

 them in the schoolroom the function and development 

 of root and stem and leaf and flower (so well shown in 

 the common mallow), the " why " and " how " which 

 shall make them think, lift them up, and prepare them 

 for the later more definite study of structure, the 

 " what." 



The pupils have learned where the limestone they 

 have in their hands occurs, and perhaps how it breaks 

 down or crumbles. Work out with the children the 

 story of the formation of the limestone. Its fossils, 

 shells, or corals may serve to connect it with animals 

 of long ago from whose skeletons it was made. Its 

 crystals may give the clew to the process by which it 

 has been deposited from water. 



Following the same line of thought, we can begin 

 with the origin or sources of physical forces, heat or 

 electricity, following with a study of their effects, what 

 they do, their work or function. 



The study of life history, of the development from 

 seed or egg or larva or babyhood, of plant or animal, 

 and the story of the formation of mineral or rock, may 

 come at this stage, or may be placed later in the order 

 of study. Where the story of life history must be 

 told, it is better to have it after the study of structure. 

 In many cases, as in the crayfish, the children cannot 

 understand the story of development from the egg 

 until they have a fair idea of the structure of the 

 adult. Where development can be watched in the 

 schoolroom, as in the case of caterpillars and butter- 



