SPRING NATURE STUDY. 567 



not see the whole, but the parts. If he watches it develop 

 from seed to maturity, his idea of the " wholeness " grows 

 with the plant. 



The study of the plant as a whole includes its whole life- 

 history, as well as all its parts. The child does not know 

 the whole plant until he has studied the development of 

 the whole and of each part. 



This study of development is equally essential, to the 

 child, to an understanding of the relations of the parts to 

 the whole. The child who has seen roots form and branch, 

 and buds appear, enlarge, unfold, and produce stem and 

 leaves and other buds, need not be told how these are re- 

 lated to the plant. When he has observed the roots reach 

 down into the ground, and watched the leaves spread out, 

 and the flowers form fruit and seeds, he has the clearest 

 possible idea of the work of each part for the whole. 



This will aid not merely in future work with plants, but 

 also in animal study. The knowledge of life history and 

 fche idea of development are as important in the study of 

 animals as in that of plants. For many reasons the life 

 history of animals cannot be so readily observed as that of 

 plants, so the fundamental idea of life history and develop- 

 ment must be obtained from plants. 



This study of life and life history may be supplemented 

 and broadened by observing one or more trees throughout 

 the year, and making the tree study a means of connecting 

 and correlating all the other plant work. 



PRACTICAL ADVANTAGES OF SEED STUDY. 



In addition to the educational value, the study of germi- 

 nation has practical advantages. Seeds the more common, 

 the better are easily obtained anywhere at a very slight 

 expense. They can be raised during their first month or 

 two at least in any schoolroom or home in the most 



