FALL PLANT STUDY. 353 



The parts of the plant must be approached from the 

 standpoint of function ; that is, each part should be studied 

 as something having a work to do and as something fitted 

 for its work. The little people can study only those adap- 

 tations of form to work which they can easily see and un- 

 derstand. The question " why " should be asked frequently, 

 but not until they have seen something which will help 

 them to answer it ; mere guessing is worse than useless. 



Plant as a whole. Occurrence : Length and height. 

 ( Use some standard of measurement with which the chil- 

 dren are familiar, such as their hand or arm.) Position : 

 creeping or upright. Why ? 



Hoots. ( Observed in water in glass jars.) One central 

 main root, with many fine branches. Eeview what was 

 learned about its use in the field lesson. If the attention 

 of the children is called to the withered condition of a plant 

 which has been pulled from the ground, leaving the fine 

 rootlets behind, and has been placed in a jar of water, they 

 will see that a plant will not live without the fine roots. 

 Show them how a cotton string, loosely twisted, or a piece 

 of yarn, draws up water. What is the use of the fine root- 

 lets ? To " drink for the plant." Show them how sugar 

 and salt dissolve in water. Another use of the rootlets ? 

 To draw up from the ground the food for the plant, dis- 

 solved in water. Compare with the way in which children 

 suck up liquids through a straw. 



Have several children review and gather up orally, in 

 their own way and language, what they have learned about 

 the roots, somewhat as below : 



The mallow has one long, thick root. 

 This root has side roots. 

 They spread out under the ground. 

 They hold the plant fast in the ground. 

 The mallow has many fine roots. 



