SEPTEMBER 23 



After this preliminary out-of-door lesson, plants may 

 be brought into the schoolroom, and the subsequent his- 

 tory there studied. 



It is scarcely necessary to indicate the various points 

 to Avhich the observation of the children should be 

 directed. Many teachers err on the side of too much 

 miuutise, and make these lessons perilously near the old- 

 time object lesson. 



Function should precede form. It is important for 

 the children to realize that the roots anchor and feed the 

 plant; that the stem is strong enough to hold the leaves 

 and flowers, and is turgid Avith food ; that the leaves are 

 arranged so that the greatest surface is exposed, and 

 that no one leaf laps over the other ; that the flower by 

 its odor, size, and color attracts insects which carr}^ the 

 pollen to other flowers, thus fertilizing the ovules ; that 

 when this is done the flowers fade, so that the whole 

 energy of the plant may be turned into the manufacture 

 of seeds, which, while unripe, are protected by an incon- 

 spicuous green and prickly pod which opens later, how- 

 ever, to distribute them. It is not important at all to 

 know that the root is fibrous, nor even that the ovate 

 leaves are palmately veined, with a sinuate tooth margin, 

 and are alternately arranged on the stem. 



As a general rule, systematic observation defeats its 

 object and stultifies the perceptions of the children. 

 Therefore the main point should be to keep the life side 

 before them ; to make them knoAv by loving, and love 

 because they are thinking. 



For this object the following additional questions may 

 be useful : What is inside the pod ? Are seeds good to 

 eat ? Would any hungrj' animals be likely to see these 

 pods? Why not? If they did, would they enjoy eating 



