98 Education through Nature 



relation of one thing or fact to another is as important 

 as the thing or fact itself. 



6. PRESENTATION: (a) Lead the pupil to ask such 

 questions as, how did this and that arise; (b) of 

 wh^t use are the different parts; (c) how did different 

 parts come to differ; (d) what is the cause and what 

 the effect of the difference; (e) what would be the 

 effect if things were not what they are? (See Chap- 

 ter IV, Section XIII.) 



7. PREPARATION FOR NEXT STEP: Ask pupils to 

 bring different specimens showing one or more resem- 

 blance to the one studied. 



8. NOTE : Do not answer the pupiVs questions at 

 this time, but suggest ways in which the answer could 

 be found by comparison and experiment. 



PROGRAM FOR STEP III (Comparing). 



Motto: "The education of a naturalist now consists 

 chiefly of learning how to compare" Agassiz. 



Analysis compare with related 

 objects as regards 



1. color 



2. form 



3. size 



4. texture 



5. covering 



6. movements 



7. properties 



uses and classifica- 

 tion 



1. PREPARATION: (a) Study related forms noting 

 specific and generic differences; (b) provide plenty of 

 fresh specimens of those different forms. 



2. TIME: As many periods as there are specimens 

 compared. 



3. METHOD: Thumb and Rule. (3.) (See Part I, 

 Chapter II, Section IX.) 



4. AIM: (a) More care in seeing; (b) sharpen dis- 

 crimination and train judgment (see Chapter II) ; 

 (c) form the habit of discovering similarities and dif- 

 terences; (d) develop the habit of using what is already 

 known, in discrimination of less obvious distinctions, 



